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1. Instructional Context
This class has 24 students ages 16 to 19, grades 10th through 12th. This class is Earth and
Environmental Science
Nearly all students in this class have either failed this class at least once before or have an
IEP. The class is nearly equally diverse via race and ethnic background and is 75% boys. The
students with IEP are mainly read aloud tests and three have mark in book accommodations. Of
the 24 students, 20 have a cumulative GPA below 2.25. None have a GPA over 2.75. This is a
very rough group of students that do not see the relationship in science in their lives. The first
day of class, most students do not want to be in this class, and see no relevance to science in their
lives.
This is a challenging group of students. They are very disruptive, argumentative, and
immature. From my observation, many of the students in this class do not have public speaking
skills nor courteous listening skills.
Our class is a 90 minute block, taught at the end of the day. At least two of the boys are in
ISS or OSS on a daily basis. Most have very short attention spans by the time I see them. I have
set the class in six work groups of 4 students each. The groups are changed every month, trying
to keep ability levels constant in each.
There are three computer labs in the school that stay booked. Since we have limited access
to computers on a regular basis, I chose to use computer time for research instead of preparing
presentations and assessment.
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2. Planning Instruction
I chose the biomes on earth as the unit. Often students learn about soils or weathering or
food webs but fail to understand the connection. I had the following goals for this unit: (1) A
combination of life sciences and earth sciences. Organisms and environments, interdependence
of organisms, diversity and adaptations of organisms from Life Sciences. Property of Earth’s
materials, geochemical cycles and changes in earth and sky from Earth and Space Science. (2)
Increase an appreciation for science in their daily lives and how daily activity affects global
biomes (3) Meet the state Standard Course of Study; Understand how human influence impact
the lithosphere.
I chose to use have students prepare poster presentations for their cumulative reports. Most
students in this class have never presented a formal presentation in front of their peers. Students
were given poster presentations to prepare on soil types during the third week of class using a
rubric and supplied materials. Students were graded only on the rubric. As each student
presented, we used the OREO method for feedback: give the presenter one thing they did well,
one thing they can do better and end with something the listener learned from the presentation.
We used this method for feedback throughout the semester.
The class sequence was as follows: geologic process, rock cycle, weathering and erosion, soil
formation followed by plate tectonics, volcanoes, mass movement and tsunami. The
hydrosphere comes next with weather and climate, hydrologic cycle, point and non-point water
pollution, river formation and North Carolina river basins, ocean currents, El Nino and ENSO,
Tragedy of Commons. The final segment at this point is Earth’s biomes and North Carolina
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ecosystems including locations, biotic and abiotic factors defining each biome and the human
influences affecting each biome.
Our class uses technology throughout the class. We have used computers for web searches,
flip cams to practice presentations, projectors and remotes for power point presentations and
magnetic wipe off boards throughout the unit.
When students do projects, they are presented in front of class. Since many students do not
have proper social skills when presenting or listening, presentations help develop those skills.
Flip cams give students a chance to present in front of class without the pressure of standing in
front of their peers.
Every two weeks, students conduct research and prepare a 2 to 3 minute poster report and
were required to present in front of the class. They practiced for one class period by using a flip
cam, watching their presentation and improving their presentation.
For each section, I used foldables for students to organize the information, video clips to
reinforce what is presented, power point notes, web searches for short projects; daily quizzes for
information presented the previous day and weekly tests to assess knowledge. Poster
presentations were used to assess content knowledge and build social and research skills. Test
questions came from information presented on posters and presented by peers. Students were
often given the chance to write test questions as their ticket out the door based upon what they
learned in class.
Students were given study guides for tests and rubrics for all projects. Study guides are
developed at department PLC meetings. Rubrics for projects are developed with the curriculum
facilitator assistance.
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3. Analysis of Instruction and Student Work
I chose three poster presentations for two students to focus. Each poster presentation
built upon skills learned in previous presentations and feedback forms from peers.
Activity 1, scientific method and research was to assess student baseline skills in
classroom behavior, ability to read and follow a rubric, prepare a poster presentation and
speaking skills. Students also learned how to give appropriate peer feedback for all presenters.
Student A has good artistic skills but poor social skills. Student A did the minimum
requirements to conduct the research and prepare the poster. Student A made a comment that
they would rather take a failing grade than present to the class. I made a ‘deal’ with Student A
they could come present to me after school so we can work on them making presentations.
Student A was not able to get peer feedback by this process, but I was able to provide the
feedback: The drawings were outstanding! They could barter drawings for joining a group
where someone is not afraid to get in front of a group. Next project, be part of a group, and at
least introduce the project and say three sentences.
Student B is the ‘popular’ person in the class. This is the one all students want to work.
Not because they have the right answer, but they are not afraid to try things and have fun doing
so. Student B has a problem with spelling and putting on paper what needs to be done. They
would rather ‘tell you’ what they did and know than put ink on paper. It was a chore to get
Student B to prepare a product. The common feedback by peers: They speak loud and clear, they
need to stay focused on the poster and finally they have good ideas and lots of them.
Activity 2, invasive and introduced species was a captivating subject for the entire class.
Students were glued to the short 3 minute video clips, enjoyed reading the destruction that these
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species were doing and in general, kept the interest of the entire class. The challenging part of
this activity was getting students to focus on one species. They were interested in many and
wanted to do several.
This was a good project for Student A. Their artistic skill and attention to details ability
really shown through on this activity. Student A stayed focused on the research, compiled and
organized their data and produced an outstanding report. Student A’s lack of social skills
worked against them again. Student A stood, introduced themselves, their species, a couple facts
and sat down. The class feedback included statements around how good the poster looked and
how detailed it was. They wanted Student A to talk longer than 30 seconds. Several students
said Student A had no problems talking one on one but froze in the group.
Student B once again had a hard time staying focused on the research and preparing the
poster. Student B was interested in learning about their species, and wanted to tell everyone
about what they learned, but did not want to make the poster. Student B chose to work with
three other students on their research and have them help with his poster. Student B helped them
prepare what they needed to say. Student B spent a great amount of time with the FipCam and
the iPad to help ‘record’ other students. Feedback from peers included they are good at helping
figure out what to say, they need to do their own work and finally they are good at recording.
Activity 3 as the biome poster presentation. This was a cumulative project where
students had to research the abiotic and biotic factors that combine to create the unique biomes
on earth. Students had to research the direct and indirect human impact on the biomes as well.
Students had a day in the computer lab to augment the information they have learned through
class notes, gallery walks and other web quests.
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Student A finally found their niche. Peer support helped Student A to finally make a 3
minute presentation. Combined with their artistic still and attention to detail, this was the best
project in the class. Taking small steps through the semester helped Student A make the most
progress. Peer feedback included support they were proud Student A finally got in front of
everyone, wish they would speak louder and can’t wait for them to be part of the next group!
Student B continues to barter his popularity for others to help him do his poster. Rather
than fight to get Student B to work on the physical product, I chose to help Student B to refine
his leadership skills. He can help lead a group of people and make them feel important and part
of the group. Peer feedback included Student B has good ideas, students felt Student B was
using them and Student B sure knows what to say to get the project across.
The school curriculum facilitator and the district science specialists have helped me
switch from a lecture and test format class to a performance task based class. Students still take
summative assessments, but they seem to process the information deeper and have more scaffold
the class information to other classrooms. Rubrics were created using Rubistar and are living
documents. I improve the assessment each time it is used. Most students in this class have never
looked at or used a rubric prior to enter my class.
I chose Student A upon the recommendation from the Curriculum Facilitator. She said
she has seen me work ‘miracles’ with students like Student A in the past. This was Student A’s
first time in the class but has a very detailed IEP including speech therapy, read aloud and
extended time for tests and many more modifications. Student A liked science but has
performed poorly in other classes. Student A was often overlooked. Student A improved from
doing the minimum to get by on posters to focus on the top grade on each rubric. Middle school
science grades were C and D. Student A earned a B (missed an A by 2 percent).
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I chose Student B because other teachers said he was a handful. They wanted to see what
“I could do with them.” Student B would rather tell you what they knew instead of writing it
down. Student B did not progress to completing individual project, but honed their skills in
working with others. Student B does know the content and tests well, but still does not complete
individual assignments.
I chose to use peer feedback forms for all presentations because students often are more
honest and will listen to what their peers will say before they will from a teacher.
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4. Reflection
I believe this format of performance task assessment is working well for this type of
class. Since this class was 75% male, movement and tactile learning was important. All
students found this method enjoyable and often wanted to take their posters home when we were
done. Near the end of the semester, I had an ‘open house’ for parents to participate in a gallery
walk and collect their student’s work. Only three parents came but all three were very
impressed.
Student A showed the most growth in the class. One peer told me that Student A gained
confidence. Student B still is hesitant to complete individual work but has honed leadership
skills.
Student B was not eligible to run for student council because GPA restrictions. I invited
the student council advisor to ‘be a judge’ for student presentations mainly to show Student B’s
leadership skills. Student B is not able to run for office but now has an appointed position on the
student council.
The most challenging part of project based assessment is keeping students focused while
on the computer. With 24 students each researching topics, it is difficult to watch every monitor
to make sure they are on task.
A challenge in our school among others is outdated text books and a limit to
photocopying. This has resulted in an increase use of overheads, wipe of board use, Prezi and
powerpoint presentations for base information. Another challenge is the lack of computer
access. I have to schedule computer time for the entire semester early and that at times causes
friction with other teachers that want to use the computers but wait till the last minute to sign up.
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North Carolina has a common assessment for this class. The class average was 75%, just
below the Honor’s level Earth and Environmental class. This class performed the highest class
average for regular classes in our school and near the top in the district.
The ongoing classroom management keeping boys on task is an energy consumptive
process. I need to stay fresh and ready for class daily. At times, this is difficult. I rely on the
curriculum facilitator for moral support and the boost I need to stay fresh for my students.
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Instructional Activity #1
1. This poster presentation was designed to set a baseline of student skills and provide a
framework for all future presentations in class. Students were previously instructed about
the scientific method as a process and how to conduct a proper experiment. The problem
stated was, “How can you construct a craft that can travel the farthest by using only your
breath?” Students were paired by random cards drawn from a deck. Students had to find
the matching playing card for their partner. Students spent one class period preparing
hypothesis and conducting experiments. They repeated the experiment and/or made
changes based upon observations. At the end of the class period, students compared data
and wrote down supplies they would need the second day to prepare their posters. The
second day, students prepared their posters for the first 40 minutes. Each student was
given 3 minutes to introduce themselves, their experiment, data and conclusion. Each
classmate completed a feedback from for presenters that gave them positive feedback and
areas to improve for the next presentation.
2. The purpose of this activity was to prepare students to become literate and discuss
science related issues.
3. I used video clips from Discovery Education to describe the scientific method and
examples from previous classes to give guidance.
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Instructional Activity #2
1. Students learned about introduced and invasive species from Prezi and powerpoints,
video clips from Science360.gov and reading assignments. Students had one day in the
computer lab to research a species following a rubric and the second day in class to
prepare a poster for presentation. Students were to pick one feedback from a previous
presentation to improve. Students conducted research based upon a rubric and feedback
forms completed by peers from previous presentations.
2. The purpose of this was to meet Essential Standard EEn2.7.2. Explain why biodiversity is
important to the biosphere and EEn.2.7.3. Explain how human activity impacts the
biosphere. A secondary purpose was to continue increase student’s literacy in discussing
scientific issues.
3. I used power point and a gallery walk to find the terms pertaining to invasive and
introduced species. Students were able to pick a species from the USDA’s invasive
species list to complete the research. We had access to the computer lab for the initial
research then a class period to work on their posters. Students were realizing what other
students had artistic and hand writing skills and worked together to help make poster
presentations better.
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Instructional Activity #3
1. This activity was a summative poster presentation based upon what they have learned in
class. Students used a rubric and worked in groups to prepare a 5 minute poster
presentation about one of earth’s biomes.
2. The purpose of this activity was to continue preparing students to be literate in science
issues, meet Essential Standards EEn.2.7 Explain how the lithosphere, hydrosphere and
atmosphere individually and collectively affect the biosphere and EEn.2.8 Evaluate
human behaviors in terms of how likely they are to ensure the ability to live sustainably
on earth.
3. Students use their class notes, previous poster projects, internet searches and classroom
books. I also answered questions they may have. Students used electronic devices,
poster paper, art supplies, rubrics, examples of previous work to complete the poster
presentations. Students used iPad and FlipCams to record their presentation to practice.