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Table of Contents
Foundational Information
Part 1- Learning Goals & Objectives
Part 2- Essential Content Knowledge
Part 3- Assessment
Part 4.1- Instructional Procedures
Part 4.2- Resources, Materials, & Preparation
Part 4.3- Adaptations & Modifications
Part 4.4- Classroom Management
Part 5- Results & Analysis of Student Learning
Part 6- Reflection on Teaching and Learning
2
5
7
9
16
38
41
43
44
48
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Foundational Information
This component acknowledges the importance of knowing what students should know.
Further, this component sets the stage for intentionally teaching learners rather than
delivering content. Learners are diverse in a variety of ways, including background
knowledge, learning strengths, learning weaknesses, culture, language, ethnicity and race,
and needed accommodations that impact students’ readiness to acquire and maintain skills
and knowledge.
Guidance: This component acknowledges the importance of knowing students in order to
make informed decisions about content and instruction. Guidance is inserted in each column
of the following table in #1below.
Student Achievement/
Number Developmental
Data (refer to
NCES)
504/IEP Modifications
AYP Groups
Possible
Environmental and
Cultural Factors
other than AYP
#
Projected State
PercentileEarth Science
-Indicate either IEP or 504,
as appropriate, for each
student:
If IEP, add disability type
If 504, add modifications
Indicate
student’s
membership
in AYP
groups, such
as those listed
in note below.
1
36
2
21
Indicate
environmental, health,
and/or cultural factors
that are educationally
relevant (i.e., may
affect student’s
education and
teaching methods
selected)
-Examples (who
student lives with, #
of siblings,
educational level of
parents, language
spoken in home,
access to
technology/reading
materials in the home)
LEP: Reading and
Writing goals
- No accommodation
LEP: Writing Goal
3
28
M, Hispanic
IEP-Specific Learning
Disability
-Separate testing
-Read aloud by request
-Extended time
-Preferential seating
Goal: Reading
IEP- LD Comp.
-Separate testing
-Read aloud all
F, Hispanic
M, White
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-Extended time 50%
-Mark in book
-Modified assignments
-Hard copy of notes
IEP- SLD
-Separate testing
-Read aloud all
-Extended time 50%
4
58
F, White
5
30
6
21
7
61
F, W
8
63
M, W
9
78
F, W
10
58
F, W
11
68
F, W
12
30
F, Hispanic
13
63
14
40
F, W
15
30
F, W
16
49
M, W
17
63
M, W
18
58
F, W
M, W
504- ADHD
-Separate seating tests (1:1)
-Preferential Seating
-Extended test time
-Mark in book
IEP- OHI
-Testing in separate setting
-Read aloud all
-Extended time 1 hr
-Mark in book
-Modified assignments if
needed
Goal: Writing, Math
completion
F, W
M, W
School attendance
issues
Regularly tardy
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19
38
M, W
20
68
M, W
21
44
IEP- SLD
F, W
-Testing in separate setting
-Read aloud all
-Extended time 1 hr
-Mark in book
Goal: Reading
22
IEP- Hearing Impaired
M, W
Diabetes
-Testing in separate setting
-Read aloud by request
-Extended time 1 hr
-Mark in book
Note: AYP Classifications - Gender: Male, Female; Race: White, Black or African American,
American Indian or Alaska Native, Asian, Native Hawaiian or Other Pacific Islander;
Ethnicity (Hispanic or Latino, Non-Hispanic or Latino); Limited English Proficiency;
Students with Disabilities; Free and reduced lunch
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Part 1. – Learning Goals & Objectives
Identify and state (in measurable terms) the intended outcomes of instruction expected as a
result of this teaching/learning experience. Goals and objectives established here should be
clearly connected to the plan created for assessment and evaluation of student learning.
Practitioners must ensure the appropriateness and relevance of content that they teach for any
group of learners. Create a table that includes the following:
1. State the appropriate NC Standard Course of Study Standard that this 5-day plan
addresses, based on the Common Core State Standards or NC Extended Content
Standards at the students’ grade level.
2. State student learning targets for the 5 day plan. In this column, state specifically what
should students know and be able to do as a result of the instruction you will provide
as described in the 5-day plan.
3. Horizontal Alignment. Identify additional learning targets and NC Course of Study
Standards that this Impact on Student Learning Project aligns with from other
academic disciplines at the same grade level.
4. Vertical Alignment. Describe how the learning targets addressed in the 5-day plan
extends content addressed in previous grade levels and serves as a foundation for
content addressed in subsequent grade levels. Identify additional learning targets and
NC Course of Study Standards for the previous year and subsequent grade levels from
the appropriate NC Standard Course of Study.
NC Curriculum
Standards
Learning Targets
Horizontal
Alignment
Vertical
Alignment
EEn.2.5.1
Summarize the
structure and
composition of our
atmosphere.
• Summarize
information from
charts and graphs
regarding layers of
the atmosphere,
temperature,
chemical
composition, and
interaction with
radiant energy.
EEn.2.5.2 Explain
the formation of
typical air masses
and the weather
systems that result
from air mass
interactions.
Distinguish layers
of atmosphere and
understand their
characteristics
CCSS.ELALITERACY.RST.910.3
Follow precisely a
complex multistep
procedure when
carrying out
experiments, taking
measurements, or
performing
technical tasks,
attending to special
cases or exceptions
defined in the text.
7.E.1 Understand
how the cycling of
matter (water and
gases) in and out of
the atmosphere
relates to Earth’s
atmosphere,
weather and climate
and the effects of
the atmosphere on
humans.
Understand
weather systems
and their cause.
Relate the
atmospheric
changes to
characteristics that
CCSS.ELALITERACY.RST.910.4
Determine the
meaning of
symbols, key terms,
and other domain-
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• Explain how air
masses move
(pressure
differentials).
• Explain how
interactions of air
masses form frontal
boundaries, clouds,
and affect wind
patterns.
EEn.2.5.3 Explain
how cyclonic
storms form based
on the interaction
of air masses.
• Explain factors
that affect air
density and
understand their
influence on winds,
air masses, fronts
and storm systems.
• Use data to
substantiate
explanations and
provide evidence of
various air mass
interactions.
can be observed
Use information
learned in previous
sections to infer
where cyclonic
storms will occur,
what their
characteristics will
be.
specific words and
phrases as they are
used in a specific
scientific or
technical context
relevant to
7
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Part 2. – Essential Content Knowledge – Preparing to Plan
This section helps teacher candidates prepare themselves with the knowledge they need to teach (pre-planning). What does a practitioner need to
know before teaching this content? What research and other resources are important to access? What background knowledge does the teacher
candidate need before beginning this process?
Create a table, or write in paragraph format, that outlines the content/skills that you will teach throughout the project. Consider prerequisites that
students must know and compare to student information in Part 1. The content/skills may include essential vocabulary or themes that need to be
addressed during the course of the 5 day plan. Consider an activity idea to engage the students in the content/skills that is suitable to your
project. You must include alignment with the appropriate NC standard course of study. You will use this in Part 4 when you write lesson
plans for your project.
In completing the table below, examine and demonstrate the breadth and depth of content knowledge required for effective understanding and
teaching of the subject matter. You need to be familiar with vocabulary, facts, relationships among facts and concepts, as well as principles and
generalizations related to the subject matter you are teaching. You will need to include how this goal or objective relates to learning beyond high
school and the classroom.
Goal or
Objective
Distinguish layers
of atmosphere
and understand
their
characteristics.
Essential
Vocabulary
Essential
Content/Skill
Developed (what
students need to
know)
Atmosphere
EEn.2.5.1
-Troposphere
Summarize the
structure and
-Stratosphere
composition of our
atmosphere.
-Mesosphere
• Summarize
-Thermosphere information from
charts and graphs
Temperature
regarding layers of
Related content -- (necessary for
understanding
new information)
-How Earth’s
atmosphere
formed
-How the
atmosphere
interacts with
‘cycles’ on earth.
How does this
prepare students for
lifelong learning and
have practical value
to students?
Understanding of the
atmosphere has a
direct impact on
students’ lives.
Understanding the
atmosphere informs
the ideas of weather
and climate, which
students experience
What does teacher
candidate need to
know? How will you
acquire this?
Looking through not only
the standards, but the
unpacked standards
provided by the state is
the first step.
Seeking out terms that
are unknown and
exploring their meaning
8
Composition
-N,O2,CO2,
-Ozone
Understand
weather systems
and their cause.
Relate the
atmospheric
changes to
characteristics
that can be
observed.
Pressure
Fronts
Clouds
Wind Patterns
the atmosphere,
temperature,
chemical
composition, and
interaction with
radiant energy.
EEn.2.5.2 Explain
the formation of
typical air masses
and the weather
systems that result
from air mass
interactions.
• Explain how air
masses move
(pressure
differentials).
• Explain how
interactions of air
masses form frontal
boundaries, clouds,
and affect wind
patterns.
Meteorology
-Barometer
-Anemometer
-Hygrometer
locally and can use to
understand differences
around the world.
Understanding of the
atmosphere further
informs issues of air
pollution that can be
seen locally and show
the interconnectedness
of the global system.
Understanding of
different layers gives
students an
understanding of
where the ozone layer
is, how it protects us
and the dangers it (and
consequently us and
all life) faces.
Emphasizing That this
knowledge will travel
with them and can be
used in a variety of
ways in the future is
important. This could
be used when
traveling, farming or
interpreting images.
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is essential in having an
understanding of the
material.
Looking through other
lesson plans on the topic
and sifting through
related texts help to
further inform the
candidate or possible
options for teaching the
lessons and connections
made in different
approaches
When creating the lesson
plan, going through the
lesson and labs first is
important for success so
that an understanding of
what is intended and
possible mistakes are
already considered.
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Part 3. - Assessment
Lesson plans should flow from assessment. To make informed instructional decisions,
practitioners must first assess knowledge and skills related to the intended content among
students. Subsequent instructional planning decisions, including content and pedagogy, must
reflect students’ abilities, as determined data derived from this assessment.
1) Pre-assessment – In this assessment, you are trying to determine what the students
already know about the content that you are teaching. This will happen before your 5
day lessons begin, preferably several days before:
a. Describe the type of pre-assessment you plan to use. Insert a copy of your preassessment. Include a rubric or key where applicable. In description, tell us
why you are using this particular assessment.
b. Discuss in a short paragraph how this assessment will align with your postassessment/summative assessment. Make sure to align this assessment with
your learning goals and objectives and include a rubric or key where
applicable. Remember, this assessment is to be conducted BEFORE you teach
the 5 day plan. You are using this assessment to make important instructional
decisions for the entire 5 day plan.
c. Discuss how you will use this data to inform your instructional decisions. You
may elect to conduct this assessment during your project planning stages.
2) Formative Assessments – These are the assessments for learning that you will
conduct for each lesson. It is necessary to align your activities with the measurable
learning goals and objectives that you have established at the onset of the Impact
Project. These assessments should inform your instruction on a daily basis throughout
the 5-Day Plan. Based on these assessments, you may even find it necessary to adjust
your lesson plans or change your plans for the following day. Remember, the
assessments should drive your instructional decisions.
You should have at least one formative assessment for every lesson. However, most
lessons will have multiple formative assessments.
a. Describe the types of formative assessments you plan to use for each lesson.
Insert a copy of the formative assessments. Include a rubric or key where
applicable.
b. Discuss how you will use these assessments to inform your instructional
decisions for subsequent lessons.
3) Post-assessment/Summative Assessment – This is the plan for the final assessment
of the project. It should align with the pre-assessment to give you data regarding
student growth throughout the project. Again, this assessment should align with the
measurable learning goals and objectives and should include a rubric or key where
applicable.
a. Describe the type of post-assessment/summative assessment you plan to use.
Insert a copy of your post-assessment. Include a rubric or key where
applicable.
b. Discuss how you anticipate this assessment will give you data regarding
student growth. Conduct this assessment at the end of the 5-Day Plan. If
possible, this should occur after your 5 day plan. You will discuss these results
in Part 5 of your Impact Project.
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EEn.2.5.1 Summarize the structure and composition of our atmosphere.
• Summarize information from charts and graphs regarding layers of the atmosphere,
temperature, chemical composition, and interaction with radiant energy.
1) Pre-assessment
a. Describe the type of pre-assessment you plan to use. Insert a copy of your preassessment. Include a rubric or key where applicable. In description, tell us why you
are using this particular assessment.
For my pre-assessment I have a list of statements that relate to the unit being taught.
Students will self-assess their comfort ability with each of the statements giving a ranking of
their understanding on a zero to four scale. The goal will be to achieve a 75% mastery of the
targets. This assessment should uncover what concepts students are familiar with and those
that are foreign. Giving student the ability to rank their understanding of the targets will give
more than just a black and white observation of questions and give more data on where
students have background information. Additionally this assessment will give students the
targets that they will have to master and know will be revisited.
Goal: To master this material you will need to be able to meet a mastery level of 75% for the
following targets.
4- I am an EES scholar!!
3- Yes I can do it.
2- I need a review.
1- I need help with this one.
0- I don’t know this.
ASSESS YOUR LEARNING FOR EACH TARGETKnowledge Goals
1. I can define atmosphere.
2. I can list the percent composition of the 2 most
abundant gases in the atmosphere.
3. I can differentiate between a fixed and variable gas.
4. I can identify the name, order, and important features of
the 4 temperature layers of the atmosphere.
5. I can define ozone.
6. I can interpret information from charts and graphs
regarding layers of the atmosphere.
7. I can explain how ozone impacts life on Earth.
8. I can describe the relationship between pressure and
altitude.
9. I can explain what has driven the changes in the
atmosphere.
10. I can discuss the role radiant energy plays in the
atmosphere.
Start
Finish
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b. Discuss in a short paragraph how this assessment will align with your postassessment/summative assessment. Make sure to align this assessment with your
learning goals and objectives and include a rubric or key where applicable.
Remember, this assessment is to be conducted BEFORE you teach the 5 day plan.
You are using this assessment to make important instructional decisions for the entire
5 day plan.
The post assessment for this unit is derived from the statements that have been included
in the pre-assessment. This pre-assessment will serve as a study guide for the students so that
they know what will be expected of them in the post-assessment. Both assessments directly
align with the NCES for Earth and Environmental Science.
c. Discuss how you will use this data to inform your instructional decisions. You may
elect to conduct this assessment during your project planning stages.
This pre-assessment will be used to gauge how comfortable student are with the content
that is being covered in this unit. The information collected here will provide an overview of
where students already have knowledge and which student understand what material the best.
This information will help in the assignment of groups for work and in determining how
much time to spend on different concepts.
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2. Formative Assessments
a. Describe the types of formative assessments you plan to use for each lesson. Insert a
copy of the formative assessments. Include a rubric or key where applicable.
I will use a variety of formative assessments that occur often within my lessons. As my
lessons begin to shape up these assessments will be further refined and more directed. Ideas
for incorporation currently include:
Observation- http://wvde.state.wv.us/teach21/Observations.html
Questioning- http://wvde.state.wv.us/teach21/Questioning.html
Exit ticket- http://wvde.state.wv.us/teach21/ExitAdmitSlips.html
Think-Pair-Share- http://wvde.state.wv.us/strategybank/Think-Pair-Share.html
Analysis of student work for comprehension as assignments and work is completed.
c. Discuss how you will use these assessments to inform your instructional decisions for
subsequent lessons.
As students progress through the lessons I have set up these formative assessments will be
essential determining how I progress. Observation will be a continuing activity in which I pay
attention to how students react to the material, how they interact with the lessons and how
they handle activities. I will be actively watching and moving around the classroom as
students work and listen.
Questioning will be a regular occurrence for my teaching strategy. As material is
covered, or I work with students in smaller settings how I question students will be used to
gauge their understanding of material, misconception and finding the most difficult concepts
for students. Well worded questions will help spur ion the learning process and be used to see
how students respond. When questioning, the use of weight time is crucial for gauging
students and getting them to interact.
Exit tickets will be useful in utilizing the last minutes of the class and gauging
students understanding. The questions used for exit ticks may be broad or content specific
and yield useful information on what students got from the days lesson. Based on these
responses I will be able to see what material needs reinforcement and what misconception
may have surfaced within the lesson.
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3. Post-assessment/Summative Assessment
a. Describe the type of post-assessment/summative assessment you plan to use. Insert a
copy of your post-assessment. Include a rubric or key where applicable.
I have included the tentative post-assessment on the next page. This assessment has a few
short answer questions where student will have to explain the concepts that should be
mastered in this unit. The following section has a variety of characteristics of the layers of the
atmosphere that student will have to match with a diagram. This goes beyond the basic
understanding of the layers and incorporates the importance of the layers.
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Name_____________________________
Atmospheric Layers and Composition Quiz
1. Explain the trend between altitude and temperature in the troposphere. (1)
2. How does ozone impact life on Earth? (1)
3. What gas is responsible for heating the stratosphere? (1)
4. What geologic feature is responsible for changing the early atmosphere from hydrogen
and helium to water vapor, carbon dioxide and nitrogen? (1)
5. What is meant by the statement, “Complementary actions of these life forms created a new
composition of gases in the Earth's atmosphere”? (1)
Match the description with the layer of the atmosphere. (1each)
_____6. 80% of the air by mass is here
_____7. contains the ozone layer
_____8. all weather occurs here
_____9. meteors burn up here
_____10. satellites are here
_____11. hottest layer
_____12. jet stream is at top of this layer
_____13. auroras occur here
_____14. supersonic planes fly here
_____17. exosphere
_____15. thermosphere
_____18. stratosphere
_____16. troposphere
_____19. mesosphere
Extra Credit – List the 5 main components of the atmosphere and their percentages.
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b. Discuss how you anticipate this assessment will give you data regarding student
growth. Conduct this assessment at the end of the 5-Day Plan. If possible, this should
occur after your 5 day plan. You will discuss these results in Part 5 of your Impact
Project.
This assessment will be the final gauge of what student gained from the unit. Looking at
how students did and trend in the questions missed will reveal how the class as a whole
understood concepts and which lesson were more and less effective. Reviewing how students
did in relation to their pre-assessment should indicate where students made progress and
whether or not the achieved the goals set out before the unit.
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Part 4.1 - Instructional Procedures
This is the lesson plan portion of your project. You will design a 5-Day Plan (5 days of 5
consecutive lessons) that covers your identified, and measurable, goals and objectives. In
planning instruction, you will make important decisions regarding content (i.e. what you will
teach) and pedagogy (i.e. how you will teach). You should also consider pacing, sequencing,
language, and procedures of instruction.
You will use a lesson plan format that is most appropriate for your discipline and content.
The lesson plan format will vary from student to student. However, it is required that you use
the same format for all five lessons. Identify (and site the reference) for the format that you
have selected (examples include the North Carolina Six-point Lesson Plan, the Madeline
Hunter Model, the Five E’s, etc.). The lesson plan is intended to focus on the sequencing,
pacing, and procedures of your actual instruction.
Each day’s lesson plan for the 5-Day Plan must include the following components and
be organized in the following manner:
1) Objective/Goal – Lesson must contain the following criteria
a. Condition (e.g. using a calculator, using manipulatives, given 10 problems)
b. Learner (the number of the student)
c. Target behavior (e.g. write the sum, recite the steps)
d. Criterion (e.g. with 5 or fewer errors, with 95% accuracy, with 20 correct)
2) Lesson Plan (See Part Four of the ISLP rubric) – You may use the format that is
most appropriate for your discipline (North Carolina Six-point Lesson Plan, the
Madeline Hunter Model, the Five E’s, etc.). Instructional procedures should be
explained in detail.
3) Instructional Considerations – The following instructional considerations should be
evident and explained for multiple lessons:
1) Incorporate 21st Century skills, including global awareness, and
explain how incorporation of skills enhances learning.
2) Integrate technology and explain how the integration of technology
maximizes student learning.
3) Demonstrate students being required to use higher order thinking skills
and levels of learning, which include analyzing, evaluating and/or
creating. (e.g. Blooms or another taxonomy)
4) Reference and incorporate research-based instructional methods and
procedures
4) Assessment & Evaluation of Student Learning – After you teach each lesson
modify future instruction based on your formative assessments. (Refer to Part 3, # 2 Formative Assessment). You will do this at the end of each day during your 5 day
plan. Write a one-two paragraph reflection. Consider the following as you write this:
 What went well? What didn’t?
 Include specific observations regarding the formative assessments.
How did the formative assessments inform your instruction? Note any
changes you made in subsequent days’ lesson plans following
formative assessments.
 Include feedback you received from your CT or university supervisor.
Ian Selig 17
Subject /grade level: Earth and Environmental Science / 9th Grade
Materials:
Candle, boiled egg, plastic bottle that (egg can fit into), Pre-assessment printed for each
student, Cards with composition of the air percent’s, uploaded PowerPoint
Uploaded ‘Structure of the Atmosphere’ and ‘Composition of Earth’s Atmosphere’ and
question sheet to students online classroom/google drive. Print out ‘Layers of the Atmosphere
foldable’ one for each student. Glue sticks
100 Pennies for each student, scissors, glue, print for each student Earth’s Energy Balance
page 2
Poster paper
Test for each student
NC SCOS Essential Standards and Clarifying Objectives:
EEn.2.5.1 Summarize the structure and composition of our atmosphere.
• Summarize information from charts and graphs regarding layers of the atmosphere,
temperature, chemical composition, and interaction with radiant energy.
Common Core Objectives:
CCSS.ELA-LITERACY.RST.9-10.4
Determine the meaning of symbols, key terms, and other domain-specific words and phrases
as they are used in a specific scientific or technical context relevant to grades 9-10 texts and
topics.
CCSS.ELA-LITERACY.RST.9-10.5
Analyze the structure of the relationships among concepts in a text, including relationships
among key terms
CCSS.ELA-LITERACY.RST.9-10.7
Translate quantitative or technical information expressed in words in a text into visual form
(e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in
an equation) into words.
21st Century skills
Global Awareness
Critical Thinking and Problem Solving
Information Literacy
Lesson objective(s):
Learn the layers of the atmosphere
Ian Selig 18
Understand how temperature and composition change in different atmospheric layers
Differentiation strategies to meet diverse learner needs:
Reference 4.3
ENGAGEMENT


Describe how the teacher will capture students’ interest.
What kind of questions should the students ask themselves after the engagement?
1) Boiled Egg in a Bottle
EXPLORATION


Describe what hands-on/minds-on activities students will be doing.
List “big idea” conceptual questions the teacher will use to encourage and/or focus
students’ exploration
1) Composition of Air Class Skit
EXPLANATION


Student explanations should precede introduction of terms or
explanations by the teacher. What questions or techniques will the
teacher use to help students connect their exploration to the concept
under examination?
List higher order thinking questions which teachers will use to solicit student
explanations and help them to justify their explanations.
1) Atmospheric Layers and Composition Reading
2) Atmosphere Layers Diagram
ELABORATION



Describe how students will develop a more sophisticated understanding of the concept.
What vocabulary will be introduced and how will it connect to students’ observations?
How is this knowledge applied in our daily lives?
1) Radiant Energy: Earth’s Energy Balance Activity
2) Electro Magnetic Energy in the Atmosphere
EVALUATION

How will students demonstrate that they have achieved the lesson objective?
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
This should be embedded throughout the lesson as well as at the end of the lesson
1)
2)
3)
4)
5)
Layers of the Atmosphere Foldable
Layers Mania
Exit ticket
Electro Magnetic Energy in the Atmosphere Review
Atmospheric Layers Class Game http://mjksciteachingideas.com/pdf/LayersWS.pdf
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Day 1:
Materials: Candle, boiled egg, plastic bottle, Pre-assessment printed for each student, Cards
with composition of the air percent’s for each student, uploaded PowerPoint
Objective/Goal:
a. Condition: Watching demo, moving around classroom, taking notes
b. Target behavior: Understand the percent composition of the atmosphere
Pre-Assessment (Included below)
-
Administer the pre-assessment for the week
Boiled Egg in a Bottle
-
This experiment is designed to show students the power of atmospheric pressure.
The experiment consists or having a lit candle in a bottle with a boiled egg placed on
top
As the candle uses up the oxygen inside the atmospheric pressure will push the egg
into the bottle
Students should make a prediction, observe the process then discuss how they think
this event occurred
Students will then be taken outside to look at the sky, clouds and planes should be
pointed out leading into a discussion of all the material that exists above us.
The discussion leads into how we have classified different layers of the atmosphere
and should leave students wondering what the atmosphere consists of.
http://kitchenpantryscientist.com/egg-in-a-bottle/
Composition of Air Class Skit:
-
-
-
Make quick calculations before assigning this skit. Calculate 78% of class to
Nitrogen; 21% to oxygen; 1% to argon. Assign the 1% to one student even if less than
1% of your class. Have appropriate proportions of cards with the gas and it’s percent
for students to take.
A catch-their-attention way to illustrate the trace gases, is to ask the 1% student to
take off a shoe and throw it to the side to represent carbon dioxide and the rest of the
trace gases.
Students will move about the classroom as if they were particles.
Then students will be directed to assemble themselves into a giant pie graph in the
middle of the floor based on their percent’s.
Aided by the physical pie graph a discussion of the gasses and their percent’s will
follow.
http://mjksciteachingideas.com/games.html
Composition of Air PowerPoint:
-
Go through PowerPoint to give further information of composition of the air, what
trace elements there are, and how these elements and percentages have changed over
time and their importance.
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Day 2:
Materials: Uploaded ‘Structure of the Atmosphere’ and ‘Composition of Earth’s
Atmosphere’ and question sheet to students online classroom/Google drive. Print out ‘Layers
of the Atmosphere foldable’, one for each student.
Objective/Goal:
a. Condition: Reading online document and completing an accompanying
worksheet, cut and paste foldable creation
b. Target behavior: Begin understanding the layers of the atmosphere and be
introduced to characteristics of the different layers
c. Criterion: Complete worksheet from reading with 95% accuracy to show
reading comprehension
Recap the previous day’s events.
Introduce the reading exercise and drawing/graphing activity with detailed instructions.
Structure of the Atmosphere and Composition of Earth’s Atmosphere (Included Below):
-
Students read and answer questions on a Google doc to be turned in.
Layers of the Atmosphere Drawing
-
Included at end of document.
As students finish the reading exercise they will begin work on coloring and adding
drawings with labels and information.
Layers of the Atmosphere Graphing
- This will be designated for the advanced classes in later periods
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Day 3:
Materials: Print out ‘Layers Mania’ with extra cards for each class, 100 Pennies for each
student, upload ‘Earth’s Energy Balance’ and print out page 2 for each student, light sensor
Objective/Goal:
a. Condition: Class game, foldable completion, moving pennies to represent
energy transfer
b. Target behavior: Solidify atmospheric layers and characteristics,,
c. Criterion: Identify the different types of energy transfer, know
Review reading and finish/review drawing/graphing activity.
Layers Mania (Formative assessment):
-
Included at end of lesson
Start class by playing this group game
Radiant Energy: Earth’s Energy Balance Activity
-
-
Each student will be given 100 pennies that they will be moving around on Page 2 of
the activity
I will lead students through the directions using the visuals of physically moving
pennies to better grasp how energy movies within Earth’s atmosphere.
Once the activity is clarified students will be lead through a presentation modified
from the activity where students are walked through the moving of pennies,
information and math involved in calculating Earth’s energy budget.
Emphasis on actually stacking and moving the pennies is important so that student are
less focused on writing down the correct numbers
Use the Verner light sensor to demonstrate albedo by showing the amount of light that
is absorbed by the black desk verse white sheet of paper.
Formative Quiz
-
http://mjksciteachingideas.com/pdf/HeatQuiz.pdf
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Day 4:
Materials: Poster paper,
Objective/Goal – Lesson must contain the following criteria
a. Condition: Online reading exercise, class game using poster paper to construct
atmospheric layers
b. Target behavior: Analyze text and film to build an understanding of
electromagnetic energy in the atmosphere, work as a coherent group to
correctly create the layers of the atmosphere
c. Criterion: Student effectively answer all review questions, Groups
demonstrate a 95% proficiency in atmospheric layers game
Electromagnetic Energy in the Atmosphere
-
This presentation will give students further information on how and what kind of
energy is moving through the atmosphere.
Videos clips are included within the presentation.
Within the presentation there is a prompt for the color spectrum viewing.
Student will respond to review questions at the end of the presentation.
Color Spectrum Viewing
-
Use gas tubes to show excited particles of different gasses. Start with Hydrogen to
lead out of the video from ck-12.
Give students detraction glasses to see the different wave lengths of light that various
gases emit when excited.
Discuss how these bands of light represent different waves that our eyes interpret as
color when they hit our eyes. The light we see is just a fraction of the electromagnetic
spectrum.
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Day 5:
Atmospheric Layers Class Game
-
The class will be divided into two teams.
Without using notes each team will construct an atmospheric layers diagram that must
include the components that the teacher reads out. Students may not use notes.
Labels or items to incorporate can be added or subtracted based on how teams are
doing. Resource: http://mjksciteachingideas.com/pdf/LayersWS.pdf
The team with the most correctly labeled items wins
Atmospheric Layers and Composition Quiz (Summative assessment)
-
Students take quiz as the final assessment on this standard.
After the quiz students will begin on the next standard in the Atmosphere Unit.
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Pre-assessment
Goal: To master this material you will need to be able to meet a mastery level of 75% for the
following targets.
4- I am an EES scholar!!
3- Yes I can do it.
2- I need a review.
1- I need help with this one.
0- I don’t know this.
ASSESS YOUR LEARNING FOR EACH TARGETKnowledge Goals
1. I can define atmosphere.
2. I can list the percent composition of the 2 most
abundant gases in the atmosphere.
3. I can differentiate between a fixed and variable gas.
4. I can identify the name, order, and important features of
the 4 temperature layers of the atmosphere.
5. I can define ozone.
6. I can interpret information from charts and graphs
regarding layers of the atmosphere.
7. I can explain how ozone impacts life on Earth.
8. I can describe the relationship between pressure and
altitude.
9. I can explain what has driven the changes in the
atmosphere.
10. I can discuss the role radiant energy plays in the
atmosphere.
Start
Finish
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Structure of the Atmosphere
Troposphere
The troposphere is the atmospheric layer closest to the planet and contains the largest
percentage (around 80%) of the mass of the total atmosphere. Temperature and water vapor
content in the troposphere decrease rapidly with altitude. Water vapor plays a major role in
regulating air temperature because it absorbs solar energy and thermal radiation from the
planet's surface. The troposphere contains 99 % of the water vapor in the atmosphere. Water
vapor concentrations vary with latitude. They are greatest above the tropics, where they may be
as high as 4 %, and decrease toward the Polar Regions.
All weather phenomena occur within the troposphere, although turbulence may extend into the
lower portion of the stratosphere. Troposphere means "region of mixing" and is so named
because of vigorous convective air currents within the layer.
The upper boundary of the layer, known as the tropopause, ranges in height from 5 miles (8 km)
near the poles up to 11 miles (18 km) above the equator. Its height also varies with the seasons;
highest in the summer and lowest in the winter.
Stratosphere
The stratosphere is the second major strata (layer) of air in the atmosphere. It extends above
the tropopause to an altitude of about 30 miles (50 km) above the planet's surface. The air
temperature in the stratosphere remains relatively constant up to an altitude of 15 miles (25
km). Then it increases gradually to up to the stratopause. Because the air temperature in the
Ian Selig 27
stratosphere increases with altitude, it does not cause convection (remember the driving force
for plate motion?) and has a stabilizing effect on atmospheric conditions in the region. Ozone
plays the major role in regulating the thermal regime of the stratosphere, as water vapor
content within the layer is very low. Temperature increases with ozone concentration. Solar
energy is converted to kinetic energy when ozone molecules absorb ultraviolet radiation,
resulting in heating of the stratosphere.
The ozone layer is centered at an altitude between 10-15 miles (15-25 km). Approximately 90 %
of the ozone in the atmosphere resides in the stratosphere. Ozone concentration in this region
is about 10 parts per million by volume (ppmv) as compared to approximately 0.04 ppmv in the
troposphere. Ozone absorbs the bulk of solar ultraviolet radiation in wavelengths from 290 nm 320 nm (UV-B radiation). These wavelengths are harmful to life because they can be absorbed
by the nucleic acid (DNA) in cells. Increased penetration of ultraviolet radiation to the planet's
surface would damage plant life and have harmful environmental consequences. Appreciably
large amounts of solar ultraviolet radiation would result in a host of biological effects, such as a
dramatic increase in cancers.
Mesosphere
The mesosphere a layer extending from approximately 30 to 50 miles (50 to 85 km) above the
surface is characterized by decreasing temperatures. The coldest temperatures in Earth's
atmosphere occur at the top of this layer, the mesopause, especially in the summer near the
pole. The stratosphere and mesosphere together are sometimes referred to as the middle
atmosphere.
Thermosphere
The thermosphere is located above the mesosphere. The temperature in the thermosphere
generally increases with altitude reaching 600 to 3000 F (600-2000 K) depending on solar
activity. This increase in temperature is due to the absorption of intense solar radiation by the
limited amount of remaining molecular oxygen. At this extreme altitude gas molecules are
widely separated. Above 60 miles (100 km) from Earth's surface the chemical composition of air
becomes strongly dependent on altitude and the atmosphere becomes enriched with lighter
gases (atomic oxygen, helium and hydrogen). Also at 60 miles (100 km) altitude, Earth's
atmosphere becomes too thin to support aircraft and vehicles need to travel at orbital velocities
to stay aloft. This demarcation between aeronautics and astronautics is known as the Karman
Line. Above about 100 miles (160 km) altitude the major atmospheric component becomes
atomic oxygen. At very high altitudes, the residual gases begin to stratify according to molecular
mass, because of gravitational separation.
Exosphere
The exosphere is the most distant atmospheric region from Earth's surface. In the exosphere, an
upward travelling molecule can escape to space (if it is moving fast enough) or be pulled back to
Earth by gravity (if it isn't) with little probability of colliding with another molecule. The altitude
of its lower boundary, known as the thermopause, ranges from about 150 to 300 miles (250-500
km) depending on solar activity. The exosphere observable from space as the geocorona is seen
to extend to at least 60,000 miles from the surface of the Earth. The exosphere is a transitional
zone between Earth's atmosphere and interplanetary space.
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Composition of Earth’s Atmosphere
Our Earth has a unique mixture of gases surrounding it that allows life, as we know it, to exist.
The current atmosphere is the product of 4.6 billion years of changes in the geology of the
Earth, coupled with the evolution of life in its many forms.
The origin of the atmosphere
When the Earth first started to form 4.6 billion years ago, the first atmosphere was probably
made mainly of hydrogen and helium. These two gases make up most of the matter in the Solar
System and are still present in huge quantities in the outer gas planets.
During the first billion years, these light gases quickly escaped the Earth's gravitational
attraction and were replaced with carbon dioxide, water vapour and nitrogen from the large
number of volcanoes that existed as the Earth started to cool. This pre-life atmosphere
contained over 90% carbon dioxide, 5% nitrogen, 2-3% sulfur dioxide and traces of hydrogen
sulphide, ammonia and methane, but no oxygen. It was hot, smelly and deadly poisonous!
As the Earth cooled and volcanic activity subsided, water vapour started to condense forming
the first clouds and huge rain storms. Rivers, lakes and oceans started to appear, which then set
in place the chemistry and conditions required for life to start.
Life and the atmosphere
What happened to change this primitive atmosphere to today's far more life friendly
atmosphere? The answer is life itself.
Some 3.8 billion years ago, the first life forms appeared in the oceans. These ancient bacteria
lived on carbon dioxide and the other gases in the atmosphere, expelling oxygen gas as waste.
For another billion years these carbon dioxide breathing life forms kept consuming the carbon
dioxide and making oxygen, until the next great change occurred in the atmosphere's
composition.
Around 2.5 billion years ago, the oxygen in the atmosphere had increased to such an extent that
it had become poisonous to the early bacteria. New bacteria and other simple life forms evolved
to use the oxygen. The first great divide in life had occurred, the ancient life forms continued to
consume carbon dioxide and give off oxygen gas while the new ones consumed oxygen and gave
off carbon dioxide.
The complementary actions of these life forms created a new composition of gases in the
Earth's atmosphere resulting in today's atmosphere.
Today's atmosphere
The composition of the current atmosphere is 78% nitrogen, 21% oxygen, 1% argon with only
0.03% carbon dioxide. These proportions are for clean dry air; the water content in air can vary
greatly from nearly none in the driest deserts to about 4% in the tropics.
The nitrogen remains from the original ancient atmosphere and undergoes a natural cycle with
bacteria in soil as well as nitrogen in plants and animals. The carbon dioxide - oxygen balance is
held in check by the complementary actions of photosynthesis in plants (making oxygen from
carbon dioxide) and respiration in plants and animals (consuming oxygen and producing carbon
dioxide). Natural fires also help keep the two in balance.
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Although carbon dioxide is only present in small quantities, it has a large effect on our climate.
Without carbon dioxide, the Earth would have an average temperature of about -18°C.
Ozone is also present in trace quantities, but is also very important to life on Earth. Ozone helps
to shield the Earth's surface from dangerous ultraviolet radiation from the Sun.
The composition of the atmosphere is the creation of the Earth's geology and life. There is a
dynamic balance between life, geology and the atmosphere. Any changes to the geology of the
Earth or to the balance of life can affect the atmosphere, similarly changes in the atmosphere
affect life on Earth. If the balance is disrupted, dramatic effects are possible. We are a very
important life form when it comes to the atmosphere; clearing trees, burning fossil fuels,
polluting the air, all have an effect. What the effect is, we are not sure!
http://www.science.org.au/primaryconnections/science-backgroundresource/data/Earth/sub/atmosphere/atmosphere.htm
http://www.albany.edu/faculty/rgk/atm101/structur.htm
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Atmospheric Layers and Composition Questions
All answers must be in a color other than black
Structure of the Atmosphere.
Troposphere
1. As altitude increases what happens to temperature and water vapor content?
2. Why is water vapor so important in the troposphere?
3. How does water vapor content change as you move from the tropics to the poles?
4. What does troposphere mean?
5. Compare the thickness of the troposphere at the poles vs. the equator and in the summer vs.
winter.
6. What are some things that happen within the troposphere?
Stratosphere
7. Describe the temperature changes as you go up through the stratosphere.
8. Why is there no convection?
9. What gas is responsible for heating this layer?
10. What is a consequence of reduced ozone levels?
11. What are some things that happen within the stratosphere?
Mesosphere
12. How does the temperature change within this layer? What are the upper and lower
altitudes?
13. What are some things that happen within the mesosphere?
Thermosphere
14. How does the temperature change within this layer? What are the upper and lower
altitudes?
15. What causes the intense temperatures?
16. Can aircraft work at this level? Explain.
17. What are some things that happen within the thermosphere?
Exosphere
18. Describe the exosphere.
19. What are some things that happen within the exosphere?
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Composition of the Atmosphere
The origin of the atmosphere
20. What was the earth’s first atmosphere composed of?
21. What caused it to change?
22. The cooling earth caused more changes, describe them?
Life and the temperature
23. How did the first bacteria on earth change the composition of the atmosphere?
24. What is meant by the statement, “complementary actions of these life forms created a new
composition of gases in the Earth's atmosphere”?
Today’s atmosphere
25. What is the current composition of the earth’s atmosphere?
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Atmosphere Drawing
1) Color the
long dark lines
that represent
temperatures
changes: from
the bottom
blue, red,
blue, red,
representing
decreasing,
increasing,
decreasing,
increasing
temperatures.
2) Draw each
of the items
on the left
where they
belong on the
diagram.
3) Add facts
to each layers
to use as
notes
Adapted From: http://mjksciteachingideas.com/pdf/AtmosphereFoldable.pdf
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Layers Mania
Game Rules:
(1) You must solve whatever card you pick! Teams are not allowed to peek at the
problem before choosing to take the card.
(2) Your team can only work on one card at a time! Teams must finish a card and get
the correct answer before choosing another card.
Directions:
One team member picks a card and brings it back to the team. The entire team
solves the problem together and agrees on the answer. Write the answer in a box
below. Then have a team member take it up to the teacher and have the teacher
check it. If the answer is correct, your team member turns the card in and picks
another card. If not,keep trying until you get it right!
Adapted from: http://mjksciteachingideas.com/pdf/LayersMania.pdf
Ian Selig 35
1. What is unique about the troposphere?
2. The coldest temperatures occur at what
altitude?
3. Temperature increases in what two layers?
4. Temperatures decrease in what two layers?
5. The layer of the atmosphere where weather
occurs is the thermosphere. (T or F)
6. The thermosphere is the layer that contains
ozone. (T or F)
7. The troposphere is divided into two parts.
(T or F)
8. The ionosphere lies between the mesosphere
and exosphere. (T or F)
9. Which layer contains electrically charged
particles that reflect radio waves?
10. What is the most abundant gas is the
atmosphere?
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11. What is the second most abundant gas is the
atmosphere?
12. In what layer do human beings live?
13. In what layer does most weather occur?
14. What are two sources of carbon dioxide in
the atmosphere?
15. What are two processes that use oxygen?
16. Where is the amount of water vapor in the
atmosphere most likely to be higher, above a
desert or tropical rain forest?
17. What is the condition of the atmosphere at a
particular time and place called?
18. What is constant in the tropopause?
19. How high can geese fly?
20. Why are clouds generally observed to form
only in the troposphere?
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ATMOSPHERE MANIA ANSWERS
1. We live in it. All weather occurs in it.
2. 80 km (approx.)
3. stratosphere, thermosphere
4. troposphere, mesosphere
5. F
6. F
7. F
8. T
9. ionosphere
10. Nitrogen
11. Oxygen
12. troposphere
13. troposphere
14. animals produce, burning of fossil fuels
15. fire, animals and plants
16. above tropical rain forest?
17. Weather
18. temperature
19. about 8 km
20. that’s where most of water vapor is
Note: Run off 4 sets of the 20 questions. Cut the questions apart and
scramble them in their respective groups separated into piles. Run the Mania
Question sheet off for each of the four teams. Have the teams draws their
questions from the same pile every time.
Ian Selig 38
Part 4.2. – Resources, Materials, & Preparation
In this section, you will outline the resource preparations for each lesson.
As you complete this section, you should keep in mind the importance of selecting and
preparing materials, resources, and equipment before instruction begins. This component is
about the practical preparation that should be done: making copies, reserving the computer
lab, developing discussion questions, and identifying student groups for instructional
activities.
As you complete this section you should:
1) Review practical preparation which will make instruction which will make
instruction effective. Include areas such as making copies, reserving the computer lab,
identifying student groups for instructional activities.
2) Explain your rationale for selection of materials which will address strengths and
weaknesses of students
3) Justify the selection of materials to meet goals and objectives as defined in your
plans
4) Explain how you will use your selected resources
Day 1:
Candle, boiled egg, plastic bottle that (egg can fit into), Pre-assessment printed for each
student, Cards with composition of the air percent’s, uploaded PowerPoint
1) With these materials it is important to test run the engage activity where a candle will
be lit inside of a bottle with a hardboiled egg on top that will be pushed into the bottle.
Insuring that you have the right kind of bottle top to fit an egg inside is crucial. Each
student will receive a printed copy of the re-assessment that needs to be printed before
class. There will need to be cards with a gas and percent composition within the
atmosphere. These cards will be distributed based on their percent composition and
need to be made according to class size. The PowerPoint for the class will need to be
available for presentation.
2) The choices of these activities are designed to get the student interested in the
upcoming topic. In this lesson student will see an engaging demonstration, move
around the classroom to better understand the ratios of the atmosphere’s composition
and be given a bit of information to start thinking about the atmosphere.
3) The use of these activities and materials will be to directly address portions of the
Earth science standard being met while incorporating visual and physical activity for
students to better retain the information.
4) The sources selected will be used to introduce students to some of the concepts
needed to understand the atmosphere.
Ian Selig 39
Day 2:
Uploaded ‘Structure of the Atmosphere’ and ‘Composition of Earth’s Atmosphere’ and
question sheet to students online classroom/google drive. Print out ‘Layers of the Atmosphere
foldable’ one for each student. Glue sticks, scissors
1) This lesson involves reading an online document that needs to be available for
students for a seamless transition. Additionally the accompanying question sheet and
detailed instruction need to be available alongside the document. The foldable
material needs to be preprinted and glue sticks ready for students to do the activity.
2) This lesson provides students with material that can be read for learners that want
detailed information. Following the reading is a tactile activity for students who may
not have gathered as much from the reading. Between the reading and hands on
activity students should form a good knowledge base for further lessons.
3) The materials chosen will directly address the standards needed for the course as well
as hit literacy standards for the common core in science.
4) I will give detailed instruction for both activities the students will be doing for the
day. The reading will be more self-guided and the foldable will be done step by step
with the whole class. A space for students to leave their foldable to be finished the
next day will need to be designated.
Day 3:
Print out ‘Layers Mania’ with extra cards for each class, 100 Pennies for each student, upload
‘Earth’s Energy Balance’ and print out page 2 for each student, scissors, glue, print out exit
ticket for each student
1) The initial group game for the students will need to be ready to go at the start of class.
There are answer cards that will need to be cut out for groups to write their responses
on. All materials for the foldable will need to be ready for students to finish the
activity from the previous day. The ‘Earth’s Energy Balance’ activity will need to be
uploaded for student to follow along and record their responses. The activity hinges
on the need to for pennies to be stacked and moved around on page two of the
activity. In order for this activity to run smoothly, pennies need to be counted out and
distributed as well as having page two printed out for students to move their pennies
around on. To end the class students will give an exit ticket that will need to be turned
in before they leave. This needs to be printed out for student to complete.
2) This day students will get a chance to put the previous days knowledge to the test with
a game that should help get students engaged for the day. The Energy Balance activity
will be a mix or reading and physical movement of materials to better gain an
understanding of energy movement within the atmosphere. The exit ticket will serve
as the gauge to help determine how time will be spent the following day.
3) The activities chosen for this day further promote the initial information that students
were given as well as expand into the standards further. All activities directly address
the state standards.
4) The game will be used to refresh information as well as make the material fun for
students to use.
Ian Selig 40
Day 4:
Poster Paper,
1) I preparation for this day I will need to insure that all links are operational before the
lesson starts. I will need enough poster paper to have one sheet for 5 groups in each
class.
2) Explain your rationale for selection of materials which will address strengths and
weaknesses of student
The choice of using the ck-20 resource is its ability to be altered by the teacher to fit
their needs. I can add or remove content to this reading depending on class ability.
The resource provides text and related video to aid in understanding electromagnetic
energy while also including review questions to further students comprehension.
These multiple forms of information will differentiate the material for the diversity of
learners in my classroom. The atmospheric layers class game will be great for
reviewing the material and adds a competitive and collaborative approach to
interacting with the content.
3) All of the activities for the day directly align with the standards for the state while
aiding in incorporating additional 21st Century Skills and the Common Core for
science.
4) I will use these resources to convey information to students and help them review
material.
Day 5:
Final quiz for each student.
Ian Selig 41
Part 4.3. - Adaptations & Modifications
Consider the various needs of your students and plan for curriculum adaptations and
instructional modifications that need to be made. This is where you demonstrate the ability to
differentiate for students based on individual academic and behavioral needs. You are
responsible to know and adhere to the required modifications for students. Consult with your
Cooperating Teacher on specific adaptations and modifications for students.
You should address the information in your table from the Foundational Information section
here (e.g. achievement, developmental data, 504/IEP modifications, AYP groups, and
environmental and cultural factors other than AYP).) Provide examples of student needs for
which you would need to provide an adaptation (sitting on ball, etc.) including
social/behavioral. Note the adaptations and modifications should be addressed for the entire 5
day plan and only specific adaptations and modifications on daily lesson plans if needed.
1) How do your plans address the diversity of student populations in your classroom
(as listed above)?
One of the benefits of this unit is the inherent global application. The information
covered in this unit is applicable around the world and requires a global mindset to
understand the atmosphere’s scope. In my classroom I will provide a safe space for student to
provide input equally and without discrimination. The most predominant diversity in my
classroom is that of intellectual capability. This difference in the student population provides
a challenge. I plan to meet this with a diversity of instructional methods to suit the needs of a
variety of different learners. Specific instructional techniques and test accommodations
(discussed in part 3) will be the best tool in fitting the needs of the student in this class.
2) How do your plans utilize a variety of instructional methods and procedures to
appropriately differentiate instruction?
Differentiated instruction is one of the largest focuses of the methods that I used to facilitate
learning. Throughout the unit the way in which material will be presented or interacted with will
constantly be changing. Each day offers a minimum of two different style exercises. Within the five
day period reading, group work, team games, physical demonstrations, presentations, videos,
drawings and class discussions were used to convey information. With these many different activities
I will make the material meaningful to more students as a variety of learning styles.
3) How do your plans show evidence of collaboration with specialists (e.g., ELL,
Speech Therapist Guidance Counselor, Special Education teacher, etc.) to meet the
needs of all students?
I spoke with the special education teacher for my students Ms. Reynolds on a number
of occasions to discuss strategies that would help benefit the students in my class. In this
discussion an emphasis on providing a separate setting for students to take their assessments
was discussed. The classroom beside the one I am working in is open first period and
provides a great place that is easy to monitor for this setting. Ms. Reynolds said that student
two needs to be taken to such an environment without being given the choice, because they
would choose otherwise and consequently impact their grade negatively. There are seven
students in this class that have separate testing suggested as option to help them. With such a
Ian Selig 42
large number of student needing the accommodation it has been determined that it is fine for
these student to test in our classroom with the whole class as long as they are provided the
opportunity to go to a separate setting.
Also discussed in our meetings was the need for extended time for testing a number of
the students needed. To improve instruction a couple students were given software that they
could use to have text read aloud as they needed it. This allowed students to work in the same
setting as other students while getting assistance, as they needed it. In addition to the software
it was advised that I spend time come to these students as the worked on assignment and ask
them specific questions regarding the activity to keep them on task and provide assistance
where they may otherwise be too embarrassed to ask.
To supplement the previous mentioned ideas having hard copies available was
discussed. For my impact unit I provided students hard copies upon request when offered to
the whole class. To further help students Ms. Reynolds suggested providing a review sheet
with major material for the students to use for review. While I did not specifically create a
review sheet the pre/post assessment provided students with the 10 most important points for
this unit. Student could use this throughout the unit to gauge their own understanding.
Ian Selig 43
Part 4.4. – Classroom Management
Consider classroom management issues for each lesson. Use information from your table
from Part 4.2 (resources, materials, and preparation) along with information from your daily
lesson plans from Part 4.3 (adaptations and modifications) to indicate how you anticipate:
1) Purposefully grouping students to aid in classroom management,
2) Planning special management strategies due to necessary academic/developmental
groupings,
3) Pacing instruction differently for various classroom configurations and
assignments,
4) Changing classroom procedures to accommodate special materials, content, or
strategies, and
5) Instituting special procedures to accommodate student-specific needs
6) Creating a culture of collaboration and life-long learning
7) Creating a safe and orderly classroom.
Think about the classroom environment, processes, and procedures that will maximize
students’ opportunities for learning. Areas to consider include, but are not limited to,
purposeful grouping of students; procedures for distributing and/or collecting materials,
resources and equipment, a plan for maximizing academic & positive social engagement, and
pacing of instruction.
For my lessons with this class there are classroom management procedures that will
be used throughout each of the lessons. The first consideration will be to have all materials
prepared and distributed for the start of the class. In order to begin the period with a serious
attitude towards learning the class must be prepped and teaching ready to begin as the bell
rings. Seating will be pre arraigned based on students interactions throughout the semester.
The students will be seated so that stronger students can help the weaker students and such
that students will be less likely to distract each other. With varying ability level I will have in
in the classroom it will be necessary to have extra work in place for the students that finish
their assignments early. Giving meaningful exercises to students that finish early will keep
these students from becoming a distraction to other students.
When grouping students care will be given to make sure that groups are comprised of
students that can stay on task. In addition to minimizing distraction, the grouping process will
need to allow for a variety of groupings in order to give students the chance to learn how to
work together and develop collaborative skills and tolerance. At this point in the year
students are familiar with the classroom rules. Students will be expected to raise their hands
for responses and questions as well as being considerate of other students input. There will be
no tolerance for inappropriate comments, or jokes. If problems do arise, at my discretion I
will address issues in private with the student for more effective and personal discipline and
listening.
Ian Selig 44
Part 5. – Results & Analysis of Student Learning
Use the following table to report assessment data from the instructional experience for the whole
class, student by student. Report pre and post assessments, along with formative assessments. In your
table, demonstrate growth that the individual students made. After you have completed your table,
write three to five paragraphs that address the following prompts:
1) What factors in your teaching and/or teaching environment do you think influenced the
growth, or non-growth of your students?
Students reading abilities and vocabulary posed a problem with getting through this
unit. In the reading exercise a few of the students were unable to comprehend the material and
interpret the text. There were some terms that were tough that I expected to explain, but I
overlooked some, like altitude, or convection (from previous lessons). I made assumptions
about what students knew or could recall.
The pre-assessment that I used was a self-assessment for the students. This type of
assessment is open to student’s interpretation of their knowledge rather than a direct
assessment. The growth of the students may be underinflated if students felt that they had
good knowledge of the content before the lessons.
2) What 21st Century knowledge, skills, and dispositions do you think your students gained
during the project?
Global Awareness
The unit of atmosphere lends itself well to having student consider the global
scale. All of the information we covered applies to understanding the Earth system
and it’s interconnection.
Critical Thinking and Problem Solving
Throughout this unit students were asked to apply their prior knowledge. As
students gain knowledge of earth’s composition this information was needed to
understand earth’s layer and spilled into why those layers are different.
Information Literacy
In this unit I included readings that were used to better inform students of the
atmosphere. A question sheet accompanied the reading that asked student to interpret
what they were reading accompanied the readings and look for implications of the
knowledge they were gaining.
3) Describe how your student data demonstrates growth in the goals and objectives for the
project?
The data that I collected shows all students increasing their understanding of the
material. All students ranked their own knowledge as having improved. While not all students
scored well, or showed large growth it appears that the instruction was effective at educating
student on the material.
Ian Selig 45
4) Describe how the research-based instructional strategies that you implemented impacted
student learning? Do you plan to use these strategies again in the future?
Differentiated instruction was one of the largest focuses of the methods that I used to
facilitate learning. Throughout the unit the way in which material was presented or interacted
with was constantly changing. Each day offered a minimum of two different style exercises.
Within the five day period reading, group work, team games, physical demonstrations,
presentations, videos, drawings and class discussions were used to convey information. With
these many different activities I believe that I managed to make the material meaningful to
more students as a variety of learning styles were satisfied. Keeping the students engaged was
more easily achieved because students didn’t get board with a single full period activity. In
the future I will plan to have a variety of activates for my students to keep the classroom
experience more interesting and effective at conveying material.
5) In what ways did colleagues assist you in analyzing and interpreting student work products
and group growth? What was the benefit of conducting the analysis with a colleague?
When interpreting student work my cooperating teacher and I discussed
focusing on the key points in assignments. This action became present when grading
students work and picking out summative, or culminating, questions to show student
understanding. When reviewing the data collected all students showed growth. We
did discuss the timing of formative assessments, the post assessment and the quiz.
Placing these assessment better could yield different data to better reflect students
knowledge.
Discussing the data with my cooperating teacher provided me with a different
perspective on assessment. It was my cooperating teacher that pointed out doing the
post assessment after doing the summative quiz. I had noticed students had pretty
accurate self-assessments in relation to their grades he brought up the order of these
assessments as a possible cause for the accuracy in self-assessment.
Ian Selig 46
Student #
PreAssessment
Formative
Assessment
Quiz
1
10
2
40
3
5
1/4
92
63
75
I
4
55
3/4
100
93
65
I
5
50
1/4
92
100
60
I
6
25
1/4
96
55
50
I
7
50
3/4
100
60
95
I
8
55
4/4
75
55
I
9
30
4/4
100
85
80
I
10
27
0/4
88
75
75
I
11
33
4/4
80
70
I
12
Post
Assessment
Post-Quiz
Growth
Increase/
Decrease
1/4
73
70
I
1/4
60
60
I
0/4
Formative
Assessment
Atmosphere
Reading
96
45
Comments/
Observations for
Formative Assessment
Analysis
Puts forth effort but
struggles with
literacy and has not
turned in reading
assignment.
Puts forth little
effort. Copy and
past is a problem for
online reading
assignments.
Struggles to be
attentive.
Very dedicated.
Quiet, tried hard,
struggles with
vocabulary.
Extremely distracted.
Lacking literacy skills
required for
comprehension.
Works diligently and
expresses concern for
learning.
Appears to understand
the material, has not
returned the reading.
Shows much
understanding of
material.
Seems to have
average
understanding, does
not express interest.
Shows understanding,
but more focused on
social acceptance than
work.
Missed a few days,
shows low
comprehension, is
motivated to get work
completed.
Ian Selig 47
13
14
3/4
96
1/4
94
2/4
100
45
15
16
60
17
88
75
I
80
18
22
3/4
96
85
90
I
19
20
0/4
100
63
95
I
20
45
4/4
96
78
80
I
21
50
2/4
96
68
70
I
22
22
2/4
100
75
25
I
Has been absent
throughout lesson.
Dedicated to learning.
Took time to discuss
how her table partner
has been distracting
and hindering her
learning.
This student left the
class.
Average work, easily
distracted.
Very dedicated, works
hard, struggling with
vocabulary.
Very concerned with
understanding
concepts.
Works ahead in class,
shows understanding
of material.
Show depth of
understanding and
hard work.
Quiet in class.
Struggles with
vocabulary.
This student put much
effort in but struggles
to comprehend.
Ian Selig 48
Part 6. - Reflection on Teaching and Learning
This component focuses on the importance of becoming a reflective practitioner. As you
review the entire 5 day plan, you will examine your impact on student learning, including
planning of effective instruction, use of appropriate and accurate assessments, analysis of
student learning, and plans for future instruction. Additionally, the focus is developing a
reflective disposition and on continuous teacher candidate professional improvement.
Discuss the impact of this 5 day plan on student learning. In your discussion include the
following:
1) Critique your planning of effective instruction
2) Evaluate your use of appropriate and accurate assessments
3) Analyze the growth of student learning, and hypothesize next steps for future
instruction
4) Reflect on what you could have done to further improve student learning
5) Review, discuss, and evaluate your classroom management strategies
6) What are your strengths regarding planning for effective instruction? In what areas do
you plan to improve?
During the planning stages of this Impact on Student Learning Plan there were many
revisions made to my unit. When first compiling student data I was unaware of the IEP’s that
many of my students had. When picking the content to be covered I started out with three
times more than I had time to cover and had to scale back my ambitions to ensure that
students could internalize the content. While planning each day I made numerous alterations
to activities and made additions to what I had in order to make the material more engaging
going beyond hitting the content standards. Collaborating with my cooperating teacher,
special education teacher and another Earth and Environmental Science teacher greatly
influenced how I constructed my lessons.
I feel that my pre-assessment provided a great gage on what my student had prior
knowledge of. This proved to be a tool that was a bit harder to collect data from later. The
assessment was based on a personal gauge of material, not a pretest. While the information
gathered proved to be insightful, compiling numerical data was a bit less effective. The
formative assessments that I had in place did provide valuable information on what items
students did not understand. This information allowed me to provide more specific review
and following instruction. There where a few questions on my summative assessment that I
had not made a point of emphasizing in my instruction. These questions proved to be
questions that a majority of students missed. While this information was covered, the lack of
explicit significance resulted in this information being lost on students.
All of the students in my class showed growth and learning of new material. However,
there where a few a number of students that had low performance on the summative
assessment. The lowest performing students in this group where students that had IEP’s. It is
apparent that different and more directed instructional strategies were needed to meet the
need of these students. In the future more detailed and specific instruction needs to be worked
out before certain lessons in order to better reach these students. In the future I plan to have
more conversations with the students that are struggling. Including student in the planning
Ian Selig 49
process would allow for more effective instruction and sense of belonging for the students
that need more attention.
Towards the beginning of this semester I was not very confident in my classroom
management capabilities. As this semester has progressed I have come to learn who my
students are and put into practice management techniques that have become very effective. I
make sure that I am constantly moving around the classroom to keep students attention and
use proximity to limit student distractions. I effectively use questioning ad calling on students
to keep students focused an accountable for the material being covered. I have also had
individual talks with student to address inappropriate behavior. These approaches to
classroom management have helped maintain a safe, respectful and more attentive class. I
feel much more comfortable confronting a student and addressing behavior issues as they
arise.
When planning instruction I have strengths and weaknesses. I have a good ability to
include a variety of lesson types to keep my class interesting. The ability to engage students
and keep them progressing with activities is one of my strong suits. I make my instruction
relevant and geared for the students in my classes. When writing a lesson I have found that I
need to spend more time considering the questions I want to ask and structure in how the day
will progress. I have found that I need to give more care to providing student with specific
instruction. I have had issues with assuming that students will follow written instruction and
manage themselves. In planning for future lesson I need to be sure that instructions are
explicit and emphasized.