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LIND- MiT 09 Page 1 Ashley Lind June 2009 4th Grade Science - 3 Week UnitLIND- MiT 09 Page 2 Table of Contents Contextual Factors Community, Classroom and Student Characteristics 4 Student Profiles 6 Instructional implications 7 Learning Goals Learning goals 9 Essential Academic Learning Requirements 9 Essential questions 9 Bloom’s levels 9 Developmental Appropriateness 10 Assessment Plan Overview of Assessment 12 Pre and Post Assessments 12 Formative Assessments 12 PISL 13 Design For Instruction Results of Pre-Assessment 15 Learning Activities 15 Technology 15 Teaching Procedures 16 Unit Overview 17 Unit Lessons 19 Instructional Decision Making Lesson Modification Example 1 50 Lesson Modification Example 2 50 Analysis of Student Learning Grade Book 52 Whole Class Assessment- Unit 53 Whole Class Assessment- GLE 54 Girls Assessment- GLE 55 Boys Assessment- GLE 56 Individual Assessment- GLE 57 PISL 58 Summary of Assessments 59 Reflection and Self Evaluation Most successful 61 Least successful 62 Reflection on possibilities for professional development 63 Student WorkLIND- MiT 09 Page 3 Contextual FactorsLIND- MiT 09 Page 4 Community, Classroom and Student Characteristics Community Characteristics The school is located in an urban area with a high level of diversity (see figures 1 and 2). Both the district and the school have more than 50% of their students qualifying for free or reduced lunch. Within the community there are many resources available to families including: child care resource and referral; domestic violence programs; senior centers; coalition to end homelessness; ADA support groups; veterans affairs offices; early learning services; fair housing board; Department of Social and Health Services; public libraries; and metro parks. Classroom Characteristics The classroom is light and spacious with a vaulted ceiling and 10 foot windows along the back wall. The walls are painted a creamy tan color and left fairly clear of posters or other distractions. The desks are in two columns, three rows deep and four desks wide. There are storage cabinets along the walls most of the way around the room, some tall with doors and some shorter with open fronts. In the back corner of the classroom there are four laptops set up for student use. There are an additional four laptops in the storage cabinet at the front of the room for students to use. There are five classroom rules: Listen and follow all directions, keep hands, feet and objects to yourself; always do your best; work quietly; be nice. If students choose not to follow the rules they turn their color tag and receive the consequence. There are three levels of consequence/punishment in the classroom: time out; loss of recess; principal parent phone call. Each day follows the same schedule. (See photos on right). There is also a grid in which all of the day’s assignments are recorded so that students are able to see what they should be doing if they come in late or are confused. Student Characteristics The students are diverse ethnically, socio-economically and learning ability. There are 24 students in the class of which 16 are male and 8 are female (see figure 4). There are five different ethnicities represented in the class (see figure 3) and five different home situations (see figure 5). There are three English Language Learners and two students with special needs/IEPs. There are also several documented health concerns among some of the students (see figure 6).LIND- MiT 09 Page 5 38%33%17%8%4%Figure 3- Ethnic BreakdownClassroomCaucasianHispanicAsianAfrican AmericanPacific Islander50%36%4%5%5%Figure 5- Living SituationClassroomBoth ParentsMom OnlyDad OnlyAunt/UncleSibling66%15%7%4%4%4%Figure 6- Health IssuesClassroomNo Health IssuesAsthmaAllergiesADDEczemaLead Poisoning49%13%12%23%1%2%Figure 2- Ethnic BreakdownSchool DistrictCaucasianHispanicAsianAfrican AmericanPacific IslanderAmerican Indian69%7%7%11%1%2%3%Figure 1- Ethnic BreakdownCityCaucasianHispanicAsianAfrican AmericanPacific IslanderAmerican IndianOther67%33%Figure 4- Gender BreakdownClassroomMaleFemaleLIND- MiT 09 Page 6 Student Profiles Student #1 Student #1 is an African American female whose family immigrated to the area from Uganda to escape the problems in Uganda, go to school and start a family. Student #1 is quiet in class and does not appear to have developed any close relationships with the other students. She is a hard worker and consistently achieves at or above grade level in all her work. Her family speaks Ugandan in the home and she has one sister who will start school next year. She enjoys the arts: playing piano, singing and drawing. Student #2 Student #2 is a Caucasian male who lives with his sister. He is a hard working student who is achieving near grade level. He is somewhat disorganized, however employs numerous organizational steps to try and stay on top of his work. He is highly social and has a hard time sitting still and being quiet. His work is variable in both its quality and content. Although he misses portions of the day due to instructional pullouts, he still completes his work. Student #3 Student #3 is a mixed race female who is the oldest member in her class. She lives with her grandmother and has seven siblings, a mix of half, step and natural. She is highly social and achieving at grade level in most subjects. She excels at writing and is interested in the arts including music and chorus. She began her education in a home school and private school environment which has aided her in some subject areas but has also put her at a disadvantage for her social development and she often interacts in an inappropriate manner with her classmates. Student #4 Student #4 is a mixed race male whose mother immigrated to the United States from Peru. He speaks Spanish, French and Korean at home as well as English in school. His family moved to the Tacoma area to be in a better school district. He has two siblings one of whom is in school as well. He is an intelligent student who performs at grade level, with occasional bursts of above grade level work. He needs a challenge and enjoys assignments that require more than just reading and answering the questions. He is extremely social and is friends with everyone in the class. I believe he is often bored with the work and many of his negative


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EVERGREEN MIT 2010 - Contextual Factors

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