Hamiltonnatasha Work Sample

HamiltonNatasha Work Sample

TEACHER WORK SAMPLE You Are What You Eat

Natasha Hamilton Yolanda Elementary Fifth Grade Health November, 9th, 2009 Missouri State University Springfield, Missouri

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Contextual Factors (1) Community, School System, School Factors Geographic Location Rural or Urban - Urban List unique features of community – The unemployment rate for this community as of September, 2009 is 11.5%. This community is located down in a valley and it rains approximately eight months out of the year. There is no sales tax throughout the entire state. Members of this community and surrounding communities are very environmentally aware; recycling is a major responsibility of each community member. List contributions of community to school – The school has a very active PTO, they contribute to field trips, classroom supplies, classroom parties, and school functions. Some of the surrounding business (Albertsons, Safeway, Office Depot, Wal-Mart, and Target) donate a portion of their sales to the school. This usually equals about 1% of their budget. Seniors in the community donate their time to tutor students free of charge and parent involvement is very high. School System Name of school system – Springfield Public Schools K-12 Number of students in school system - As of September, 2009 10,410 Number of students in school system on free or reduced lunch – As of September, 2009 6,411 (62%) School Name of school – Yolanda Elementary School Grades served in school –K-5 Student enrollment - 356

Paragraph: How Community, School System, School Factors Affect the 2

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Teaching/Learning Process Community, School System, and School Factors affect the teaching and learning process at Yolanda elementary greatly. One of the biggest factors for this area is the fact that there is no sales tax. In other states that have sales tax a portion of that money goes to the school, here that doesn’t happen. The school district is very poor, this year they were cut 15 million dollars from their budget. Each year the district normally hires around 75-80 staff per year, this year only 7 (for the entire district). Budget cuts have caused many teaching positions to be eliminated. Class sizes are soaring. My class started with 36 students on the first day of school. P.E teachers, Art teachers, Music Teachers, and Computer teachers have all been cut from the district. Classroom teachers are responsible for teaching all of these subjects to their students. This can be very challenging and teachers are working very hard all day without breaks.

Classroom Characteristics: Students Grade level – Fifth Boys/girls ratio – 18 boys/16 girls Age range – 10 and 11 Ethnicity – 27 (82%) Caucasian students, 3 (27%) Hispanic, 1 (3%) Asian, and 2 (6%) Unspecified Socio-economic Profile – The schools Free and Reduced lunch rate is 42% Reading Achievement – The classroom is ability grouped for reading. There are three teachers each has one group. Some students may leave the classroom and go to another for reading. There are three groups: Intensive, Strategic, and Benchmark. Intensive students are the lowest, they are all are below grade level. Strategic is the middle group, these students are approaching grade level. They may know most of the concepts but not all. Benchmark students are at grade level or above. There are 8 (24%) intensive, 13 (39%) strategic, and 13 (39%) benchmark. Five of the intensive students are in pull a pull out reading group. Three have IEPs for reading and the other two are way below grade level. Mathematics Achievement - Math groups are also ability grouped with the same groups as reading. (Intensive, Strategic, and Benchmark) There are 12 (36%) intensive, 9 (27%) strategic, and 13 (39%) benchmark. Four of the intensive attend a pull out class.

Classroom Organization 3

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Type – In this classroom there is a very structured environment. Daily Routines are posted for all students to see. Students are aware of classroom procedures and always informed of changes. Students know what to expect on a daily basis. The school has started to follow the community model in all classrooms. All students are integrated and attend as few pull out classes as possible. There is not one completely self contained student in the entire school. Resources – Technology is very limited in this school. There is a small classroom library, an overhead projector, one chalk board, the teacher has a computer, there are 20 laptops for 6 classrooms to share, there is a TV/VCR for 6 classrooms to share, and the 6 classrooms also have a closet with various math, science, and reading manipulatives. There are no SMART boards in the school and a couple of teachers have digital projectors (not mine). Due to budget cuts we do not have any instructional aids in the classroom (Only a two in the while school). There are a few retired teachers that come in and volunteer. They help with timed readings, grading, and filing.. Parental Involvement – Parent involvement in this classroom is very high. Many parents donate supplies and various items for parties and events. Parents also come in to help tutor students. Website (class and/or school) – school website: www.blog.sps.lane.edu/yolanda/

Paragraph: How Classroom Characteristic Factors Affect the Teaching/Learning Process Classroom characteristics are factor and greatly affect the teaching and learning process in this classroom. This classroom is very organized and structured. Students are always given choices. Students get opportunities to work in independent, partner and small group settings. Routines are very important in this classroom and keep things running smoothly. Students know what to expect and are comfortable in their environment. Budget constraints have also affected the modernization of technology in the classrooms. Classrooms have very limited computer/internet access making it hard for students to explore interactive websites or learn computer skills Students do not get opportunities to explore other technologies either. There are also copy cut backs on the amount of copies teacher are allowed to make. They may only make 500 copies per trimester (almost 5 months). This drastically limits the amount of resources in giving students visual aids or any type of hand out. With 34 students that’s only abut 6 class copies of something. These things all have major affects on student learning and teaching.

Individual Differences 4

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Number of students attending pull-out or supplementary programs - There are three students on IEP that attend pull out programs for math, reading, and writing. One IEP student attends a pull out program for Reading only. There is one non-IEP but very low functioning student on pull out programs for math, reading, and writing.. One student attends a supplementary program for ESL. There are four students that attend speech. Six students are identified at TAG (gifted) they do not attend a pull out class but are given more challenging work within the classroom. Language proficiency numbers by type – Two students speak Spanish as their first language. One is completely fluent in reading and writing English and the other attends a supplemental program for English learners. Number of students with Individual Education Plans - 5 Number of non-IEP students who are behaviorally or academically challenged - 4 Number of developmentally delayed, emotionally or behaviorally disordered; learning disabled; physically disabled – One student in the class has bells palsy, she does not have a 504 plan. There are 3 developmentally delayed students. There are five learning disabled students in the classroom. Other – In this classroom there is one student who has an extreme inability to focus. Students will line up and he will still be just sitting at his desk, he’s the only student still sitting and doesn’t realize it. He rarely ever completes work on time and frequently sits at his desk drawing pictures on his assignments. We also have a student with anxiety. His anxiety affects his learning; he has a hard time paying attention and has had to miss a few days of school as a result. Also, there is a student that has not been diagnosed but shows all signs of aspergers syndrome. Academically he performs at an 8th grade level but socially he is very behind. He says a lot inappropriate things and makes inappropriate noises all the time. Paragraph: How Individual Difference Factors Affect the Teaching/Learning Process Since this is such a big classroom and they have adopted the community model individual difference factors affect teaching and student learning tremendously. There are three autistic students in the classroom with out an aid due to budget constraints. This is very hard because it is still your obligation to meet their needs while meeting the rest of the class. These students function at such a low level there always has to be some sort of modified/alternate activity. While on the other end of the spectrum we have one student that works at an 8th grade or above level. He completed most of the 5th grade curriculum as a 4th grader. He always needs alternate/challenging assignments. Without technology this becomes difficult to meet his needs. He also has a lot of behavior issues. It is hard to work one on one with them. To help students get the most from each subject they have started ability grouping for math and reading. Student switch classes depending on which group they are in. This has helped raise their 5

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scores. Students get to work with peers at their level and feel comfortable. By doing this teachers and students feel like their needs are getting met.

Topics and Learning Goals (2) TOPIC – You Are What You Eat TOPIC PARAGRAPH In today’s society it is very important for students to be aware of what they are putting into their body. Obesity and malnutrition are always rising in the United States. Students need to be aware that they can make healthful choices that will positively impact their lives today and for their future.

LG1 - The student will know that there are 6 food groups and that healthful eating habits can lead to wellness. Oregon State Standard: HE.05.HE.01 Explain how healthful eating habits can lead to wellness. Goal Explanation Paragraph This goal is significant because it is important for students to know what kind of food they are eating and what makes up their food, healthy or unhealthy. This goal will provide students with activities that are open-ended and will lead to higher thinking strategies. Students will have opportunities to use different strategies throughout each of the lessons. This goal is listed as a state standard for 5th grades and is age appropriate. Measurable Objective 1 - Using a blank food guide pyramids students will label food groups and recommended servings each day. Measurable Objective 2 - Students will be able to list the nutrients found in each food group. Measurable Objective 3 - Students will define the nutrients found in each food group.

LG2 - The student will know that there is importance in variety and moderation in food selection and consumption. Oregon State Standard: HE.05.HE.02 Describe how media, cultural and family influences encourage healthy eating practices.

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Goal Explanation Paragraph This learning goal is significant because students need to have skills where they can choose food that is healthy for them in moderation. Students will compare and contrast a variety of food so they can learn to make healthy choices. This learning goal will make a lot of real word connections for students. Measurable Objective 1 - Students will prepare and choose healthy snacks Measurable Objective 2 - Students will compare and contrast a variety of food to select healthful choices. Measurable Objective 3 - Students will compare and contrast a variety of food to select healthful choices.

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Assessments (3) Assessment Organizer for Learning Goal 1 Assessment Organizer Learning Goals

Assessments

Scoring

Performance Criteria

Learning Goal 1

The student will know that there are 6 food groups and that healthful eating habits can lead to wellness.

11-15 pts Pre-Test—Questions will be multiple choice, True/False, and short answer based around the three objectives.

15 points

(If majority of students perform at this level, omit this learning goal or modify to increase its challenge)

Accommodations/ Modifications Directions for all assignments including test will be read aloud before students begin. Any questions will be clarified before students begin assignments. Only one IEP student during health, some work may be shortened for this student but will be on an as needed basis. Real world connections will be made to help make student connections to the content.

Q & A—N/A Formative Assessment--Oral question and answer; Independent warm-up quizzes partner, and group activities.;

Independent warm up quizzes- 10 points, Partner and group activitiesN/A

+

+/Post-Test--- Questions will be multiple choice, True/False, and short answer based around the three objectives.

15 points

11-15 pts

+/-

+

Self-Assessment--Food Logs Discuss and compare answers with partners

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Assessments (3) Pre-test Assess Prior Knowledge

You are what you Eat Name_________________________ LG 1 LG2

Directions: Read the question and circle the correct answer. 1. What does the food guide pyramid tell you? a. what to eat and what not to eat b. types of physical activity and nutrients food contain. c. food groups and how to be physically active. d. how much of each nutrient is found in a food group. 2. Fats, vitamin, protein, and carbohydrates are called a. nutrients b. minerals c. nutritional guidelines d. food groups 3. How often should a person exercise? a. 2 hours a week b. 1 hour a month c. 30-60 minutes each day d. 15-20 minutes each day 4. Which of the following lunch menus is the healthiest? a. chicken, apple, carrots and milk b. chicken, Twinkies, chocolate bar, and milk c. ham sandwich, potato chips, carrots, and soda 9

HamiltonNatasha Work Sample d. ham sandwich, granola bar, carrots, and milk

Directions: Read the following statement and circle whether or not the statement is True or False 5. True or False: Apple juice is a better for you than a raw apple. 6. True or False: Adults and Teenagers should consume the same amount of food each day. 7. True or False: Fats and Oils are a food group.

Directions: The following questions are short answer. Read the questions and write you answer in the space provided. 8. Describe what a nutrient is. 9. List 2 nutrients that the body needs to stay healthy. 10. How many servings of Grains should you have each day? ___________ 11. How many servings of Fruit should you have each day? __________ 12. List two healthy snacks. 1. 2. 13. Directions: Match the following terms with their definition. Write the number of the correct term by the definition. 1. Carbohydrates

2. Proteins

3. Vitamins

4. Minerals

5. Water

6. Fats

_____ Maintain and repair the cells of the body _____ Serve and your body’s main source of energy _____ Give your body energy and help the body absorb certain vitamins _____ The most important nutrient. It is also needed to maintain your body temperature _____ Needed by the body to grow and function well. _____ The body only needs in very small amounts to control body processes and build new cells

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Assessments (3) Pre-test Criteria for Scoring

You are what you Eat Name__Answer Key__________ LG 1 LG2

Directions: Read the question and circle the correct answer. 1. What does the food guide pyramid tell you? a. what to eat and what not to eat b. types of physical activity and nutrients food contain. c. food groups and how to be physically active. d. how much of each nutrient is found in a food group. 2. Fats, vitamin, protein, and carbohydrates are called a. nutrients b. minerals c. nutritional guidelines d. food groups 3. How often should a person exercise? a. 2 hours a week b. 1 hour a month c. 30-60 minutes each day d. 15-20 minutes each day 4. Which of the following lunch menus is the healthiest? a. chicken, apple, carrots and milk b. chicken, Twinkies, chocolate bar, and milk

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HamiltonNatasha Work Sample c. ham sandwich, potato chips, carrots, and soda d. ham sandwich, granola bar, carrots, and milk

Directions: Read the following statement and circle whether or not the statement is True or False 5. True or False: Apple juice is a better for you than a raw apple. 6. True or False: Adults and Teenagers should consume the same amount of food each day. 7. True or False: Fats and Oils are a food group.

Directions: The following questions are short answer. Read the questions and write you answer in the space provided. 8. Describe what a nutrient is. Nutrients are found in food. They help our body grow and function. Nutrients help our body to repair old cells. They maintain the body. They are a source of fuel to the body. 9. List 2 nutrients that the body needs to stay healthy. Carboydrates, Water, Protein, Vitamins, Minerals, and Fats 10. How many servings of Grains should you have each day? _5-6_ounces_______ 11. How many servings of Fruit should you have each day? __1 ½ cups________ 12. List two healthy snacks. (answers will vary; fruit, vegetables, juice, ect) 13. Directions: Match the following terms with their definition. Write the number of the correct term by the definition. 1. Carbohydrates

2. Proteins

3. Vitamins

4. Minerals

5. Water

6. Fats

___2__ Maintain and repair the cells of the body ___1__ Serve and your body’s main source of energy __6___ Give your body energy and help the body absorb certain vitamins ___5__ The most important nutrient. It is also needed to maintain your body temperature __3___ Needed by the body to grow and function well. ___4__ The body only needs in very small amounts to control body processes and build new cells

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The test will be worth 20 points. Questions that require more than one answer will be worth more (#12; 2 points and #13; 6 points). The number they got right will be divided by the number possible to determine their percentage. Letter grades will be based on the standard scale 90-100: A, 89-80: B, 79-70: C, 69-60: D, and 59 and below: F. Performance criteria will be based on Advanced (85% and up), Proficient (85%-75%), Basic (75%-60%), Below Basic (59% and below). If 85% or more of students score in the advanced group objective will be modified.

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Assessments (3) Whole Class Results

mber of Students

Table and Graph of Whole Class Pre-Test Results Pre-test Results

LG 1

Advanced 85% and up

0

Proficient 75-85%

0

Basic 60-75%

6

Below Basic Below 60%

24

LG 2 12 14 4 0

25 20 15

Advanced85% andup Proficient 75-85%

10

Basic60-75%

5

BelowBasic Below60%

0

LG 1

LG 2

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Assessments (3) Analyze Pre-Test Results Pre-Test Analysis Most students scored very low on the pre-test. I was not expecting them to score as low as they did, 21 out of 30 students failed the test (both learning goals combined). Their knowledge in this subject based on test results is very low. A big majority of the students are not able to list any nutrients or describe what any of them are. Based off of the test results the lessons I have planed should be appropriate. Student will learn what nutrients are and be able to list and describe them when the unit is over. There were a few individuals passing the test. The highest score was an 80%, two students received this score. The two students scoring the highest also happen to be a couple of the higher ranked students. Summary of Pre-test Results by LG a) All students did much better on Learning Goal two than Learning Goal one. For learning goal there were no students were in the advanced or proficient category, 6 were in basic, and 24 were below basic. Learning Goal two was much better, 12 in the advanced category, 14 in proficient, 4 in basic, and 0 in the below basic category. b) Based on results I do not think I will need to make any changes to learning goals. I am going to make sure that all lessons are well prepared and give students opportunity to learn new material. c) Based on results no changes will need to be made to objectives. From the test I can clearly tell that students have not fully mastered any of my objectives. I do not believe that these are too hard for students to learn. It does not appear that students have been exposed to the material yet. d) After analyzing results from the pre-test there will be changes made to the post test. I will go back and revise the wording of some questions so that they don’t appear to be tricky or difficult to understand. I will also make sure that students understand how to answer a true/false question. There were a few students who skipped those, I think it was because they didn’t know what to do. e) After scoring the pre-test and analyzing the results I have went back through all my lessons and made sure that all objectives are taught in an appropriate way. Some lessons had to be modified because I thought that students had more prior knowledge. All objectives for LG 1 will be taught very thoroughly and modifications have been made to make LG 2 more challenging since almost half were advanced. My Goal for LG 2 is to have 95% of students make 100% and LG 1 85% of students at 100%. f) Modifications will be made for individuals as needed. I have tried to gear all lessons with some sort of real world connection. I am going to let students experience hands-on activities and group projects. One student in class has an IEP for reading so he will be partner with a buddy if reading material is too complicated. Note: Four students are not included in pre-test or results. They are in IEP pull out classes during health and will not be participating in the unit.

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Assessments (3) Post-test

You are what you Eat Name_________________________ LG 1 LG2

Directions: Read the question and circle the correct answer. 1. What does the food guide pyramid tell you? a. what to eat and what not to eat b. types of physical activity and nutrients food contain. c. food groups and to be physically active. d. how much of each nutrient is found in a food group. 2. Fats, vitamin, protein, and carbohydrates are called a. nutrients b. minerals c. nutritional guidelines d. food groups 3. How often should a person exercise? a. 2 hours a week b. 1 hour a month c. 30-60 minutes each day d. 15-20 minutes each day 4. Which of the following lunch menus is the healthiest? a. chicken, apple, carrots and milk b. chicken, Twinkies, chocolate bar, and milk c. ham sandwich, potato chips, carrots, and soda 16

HamiltonNatasha Work Sample d. ham sandwich, granola bar, carrots, and milk

Directions: Read the following statement and circle whether or not the statement is True or False 5. True or False: Apple juice is a better for you than a raw apple. 6. True or False: Adults and Teenagers should consume the same amount of food each day. 7. True or False: Fats and Oils are a food group.

Directions: The following questions are short answer. Read the questions and write you answer in the space provided. 8. Describe what a nutrient is 9. List 2 nutrients that the body needs to stay healthy.

10. How many servings of Grains should you have each day? ___________ 11. How many servings of Fruit should you have each day? __________ 12. List two healthy snacks. 1.

2. 13. Directions: Match the following terms with their definition. Write the number of the correct term by the definition. 1. Fats

2. Minerals

3. Protein

4. Carbohydrates

5. Water

6. Vitamins

_____ This nutrient serves as our bodies main source of energy. _____ This nutrient maintains and repairs the cells of the body _____ These nutrients are needed by the body to grow and function well. They are found in nearly all foods and most come from plants. _____ These nutrients are only needed in very small amounts to control body processes and build new cells. They also help us have strong bones. _____ This nutrient is the most important of all and helps to regulate body tempature. 17

HamiltonNatasha Work Sample _____ This nutrient helps the body absorb certain vitamins. It gives energy buy only needed in very small amounts. Extra Credit (2 points) You must answer both parts to receive full credit! 14. Explain how and why the Food Guide Pyramid changed in 2005.

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Assessments (3) Post-test Criteria for Scoring

You are what you Eat Name___Answer Key_____________ LG 1 LG2

Directions: Read the question and circle the correct answer. 1. What does the food guide pyramid tell you? a. what to eat and what not to eat b. types of physical activity and nutrients food contain. c. food groups and to be physically active. d. how much of each nutrient is found in a food group. 2. Fats, vitamin, protein, and carbohydrates are called a. nutrients b. minerals c. nutritional guidelines d. food groups 3. How often should a person exercise? a. 2 hours a week b. 1 hour a month c. 30-60 minutes each day d. 15-20 minutes each day 4. Which of the following lunch menus is the healthiest? a. chicken, apple, carrots and milk b. chicken, Twinkies, chocolate bar, and milk c. ham sandwich, potato chips, carrots, and soda 19

HamiltonNatasha Work Sample d. ham sandwich, granola bar, carrots, and milk

Directions: Read the following statement and circle whether or not the statement is True or False 5. True or False: Apple juice is a better for you than a raw apple. 6. True or False: Adults and Teenagers should consume the same amount of food each day. 7. True or False: Fats and Oils are a food group.

Directions: The following questions are short answer. Read the questions and write you answer in the space provided. 8. Describe what a nutrient is. Nutrients are found in food. They help our body grown and function. Nutrients help our body repair old cells. Nutrients are our body’s fuel; they give us energy, and keep us healthy. 9. List 2 nutrients that the body needs to stay healthy. (Fats, Protein, Carbohydrates, Vitamins, Minerals, Water)

10. How many servings of Grains should you have each day? __5-6 ounces___ 11. How many servings of Fruit should you have each day? __1 ½ cups____ 12. List two healthy snacks. (specific fruits, vegetables, nuts, yogurt, ect) 13. Directions: Match the following terms with their definition. Write the number of the correct term by the definition. 1. Fats

2. Minerals

3. Protein

4. Carbohydrates

5. Water

6. Vitamins

__4___ This nutrient serves as our bodies main source of energy. __3___ This nutrient maintains and repairs the cells of the body __6___ These nutrients are needed by the body to grow and function well. They are found in nearly all foods and most come from plants. __2___ These nutrients are only needed in very small amounts to control body processes and build new cells. They also help us have strong bones. __5___ This nutrient is the most important of all and helps to regulate body tempature. __1___ This nutrient helps the body absorb certain vitamins. It gives energy buy only needed in 20

HamiltonNatasha Work Sample very small amounts. Extra Credit (2 points) You must answer both parts to receive full credit! 14. Explain how and why the Food Guide Pyramid changed in 2005.

(How) In 2005 the food pyramid changed its appearance. Instead of the food groups being on there horizontally they are know vertically. The amount of recommended servings are not placed on there any more. On the side of the food pyramid there are now steps that remind us to be physically active. (Why) The Food Pyramid changed because people realized that not every person needs the same amount of food. Some people need to eat more or less of one group that another based on certain factors (age, gender, weight, medical history). Each individual recommended servings may be a little bit different. The test will be worth 20 points. Questions that require more than one answer will be worth more (#12; 2 points and #13; 6 points). The number they got right will be divided by the number possible to determine their percentage. Letter grades will be based on the standard scale 90-100: A, 89-80: B, 79-70: C, 69-60: D, and 59 and below: F. Performance criteria will be based on Advanced (85% and up), Proficient (85%-75%), Basic (75%-60%), Below Basic (59% and below). Students who score at 70% or above will have met all learning goals.

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Design for Instruction (4) Lesson Plans Lesson Plan 1

“You are what you Eat”

Lesson one: •

Health Unit

Learning goal and objectives

Learning Goal: LG1; The student will know that there are 6 food groups and that healthful eating habits can lead to wellness Objective: LG1; 1 Using a blank food guide pyramids students will label food groups and recommended servings each day LG1; 3 Students will define the nutrients found in each food group. •

Teacher Content Knowledge

Teacher will know all food groups, recommended servings, nutrients found in food and their definitions. •

Introduction/ Anticipatory Set/ Engage activities. 1. Students will be given “The Great Body Shop” student handout.

2. We will read the front page out loud to get their minds thinking about nutrition. 3. Students will discuss the reading. (Teacher will ask questions; Who do you think is eating the healthiest foods, What foods are they lacking, What kind of suggestions could we make to help them eat healthier, ect.) 4. Check students’ prior knowledge of the food groups by asking what they are. 5. Have the students open up to page two and read aloud. Discuss ways the family could eat healthier. 6. Begin the PowerPoint presentation. 7. Students will start by writing some definitions. Explain to students that these are definitions we will be working with during the entire unit and I want them to be familiar with the words before we use them. 22

HamiltonNatasha Work Sample 8. Ask students “Why should we eat health” then discus answers that students give. 9. Go over the food guide pyramid. Show a picture of the old food guide pyramid (this is probably the one they are familiar with). Explain that in 2005 the government made a new pyramid to meet each person’s individual needs. 10. Next, discuss each food group and how many servings 9 to 13 year old should have each day. Have students write this down in their notes. 11. Ask if there are any questions. 12. Let students know that tomorrow we will discuss each food group in more detail, focusing on the nutrients found in . 13. After students have finished the blank food guide pyramid pass our their Eating Journal. 14. Explain to students that everyday this week they are going to keep track of everything eat and the amount of exercise they get. 15. Ask if students have any questions. 16. Pass out the blank food guide pyramid and have students fill it out. (Do not let them use their notes this will be to see which ones they know and don’t know. The same things will be given again on the last day. •

Learning activities

Students will have the opportunity to process the information in today’s lessons in a variety of ways. Students will be able to hear the information read aloud, read it themselves, and write it down in notes. Students will all be given the proper amount of time to write down information. If a student has any questions or needs help they will be allowed to ask the teacher or a neighbor. •

Assessments/Closure

During the note taking period assessment will be formative. Teacher will walk around to observe that all students are writing down terms and definitions. When students are filling in their food guide pyramid the assessment will be done by the students. After all students have finished we will correct it in class. Students will keep these for future reference. •

Materials/technology “You Are What You Eat” hand out Food Journals 23

HamiltonNatasha Work Sample Blank Food guide pyramid Teacher laptop w/ PowerPoint Digital Projector •

Context---Accommodations/ modifications

Directions for assignments will be read out loud and students will have an opportunity to ask any questions before they begin. Students will be allowed to copy material from the board to ensure correct spelling. Definitions will be explained orally. Students will have an opportunity to ask for help at anytime. Definitions will be simplified for any student needing it. Real world connections will be made. •

Reflection

Today’s lesson went well. I found from my pre-test that the students do not know as much as I expected them to about Nutrients or the Food Guide pyramid. We took some time to write down the definitions for words that I found they did not know. As we wrote them down I explained a little about what each one was. I let the students know that we are going to be using these words throughout the entire week and I wanted to make sure that they were a little familiar with the words first. I let students keep their Food Guide Pyramids to study with. The students were really excited because I used the digital projector. They do not have one in their classroom, I had to borrow one. Usually the teacher writes stuff on the overhead projector. They liked the PowerPoint presentation. Lesson Plan 2:

“You are what you Eat” Lesson Two: •

Health Unit

Learning goal and objective

Learning Goal: LG1; The student will explain the food groups and how healthful eating habits can lead to wellness. Objective: LG1; 2: Students will be able to list the nutrients found in each food group. LG1; 3: Students will define the nutrients found in each food group.

•

Teacher Content Knowledge

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HamiltonNatasha Work Sample Teacher will know the 6 nutrients, their definition, which foods they are found in, and how they benefit us. •

Introduction/ Anticipatory Set/ Engage activities.

1. When students come in they will sit down and make sure their Food Log has been filled out for yesterday and today so far. 2. We will take a few minutes to discuss what each student ate the day before. We will talk about which food groups they had or didn’t have. We will also discuss their exercise. 3. After going over the Food Logs we will review from yesterday. 4. I will ask the students if they remember what the food groups are and their recommended serving size. 5. Next I will ask if they can remember any of the nutrients and what they are. We will take some time to review over the nutrients. 6. I will tell the students that we are going to now talk about each nutrient in more detail. The PowerPoint presentation will begin. 7. Go over each Nutrient going into detail with students about definition, health benefit, and foods their found in. 8. Ask students if they have any questions after each nutrient. 9. Let students give examples of different foods that have the nutrients in them. 10. After going over the nutrients give students a list of food. They will get with a partner and write down the food groups they are from and which nutrients they have in them. 11 Give students about seven minutes to do this. Go over them in class. 12. Check for understanding and allow students to ask questions. 14. Have students clear their desk for lunch. On their way out they will tell their face partner their favorite food; which food groups it’s from and nutrients it contains •

Learning activities

Students will be given the opportunity to share verbally with the class what they remember from yesterday. They will be allowed to work with a partner during a hands-on activity. Students will be able to read the slides and hear the information aloud. . •

Assessments/Closure Assessment: All assessment will be formative. Teacher will listen to answers 25

HamiltonNatasha Work Sample giving verbally and walk around to hear student discussions. Closure Students will think of their favorite food and tell their face partner which group it is from and which nutrients it contains before going to lunch. •

Materials/technology Food Journals Teacher laptop w/ PowerPoint Digital Projector Pencil/Paper

•

Context---Accommodations/ modifications

Any student that does not understand will have the opportunity to ask either the teacher or another student for help. If students do not understand they will be partnered with other students who do understand to help get another perspective. All information can be modified or simplified for any student. Real world connections for students. •

Reflection

My lesson today went well. Students were engaged in learning activities and participated through out the lesson. However, I think the lesson was too long. There was a lot of information given today. If I were to teach this again I would break it up into two days. There were no management issues. This was surprising to me since the lesson lasted over an hour. Students are really interesting in learning about the different nutrients and how to eat healthy. This is surprising to me considering their age. I thought they would not be as excited to learn about nutrition. .

Lesson Plan 3:

“You are what you Eat” Lesson three: •

Health Unit

Learning goal and objectives

Learning Goal: LG 2; The student will know the importance in variety and moderation in food selection and consumption. LG 1; The student will know that there are 6 food groups and that healthful eating habits can lead to wellness. 26

HamiltonNatasha Work Sample Objective: LG2; 3 Students will compare and contrast food consumption differences related to age, gender, and physical activity. LG1; 2 Students will be able to list the nutrients found in each food group. •

Teacher Content Knowledge

Teacher will need to know nutrients and definitions. Teacher will also need to know reasons why food consumptions is different for all people based on their age, gender, physical activity, and medical needs. Teacher will also need to be able to give examples of differences.

•

Introduction/ Anticipatory Set/ Engage activities.

1. Students will come in from music and read the board. On the board will be a short quiz over nutrients. Give students 10 minutes to complete quiz. 2. Go over quiz with students. Have them pass in their papers forward. 3. Review from previous days. Ask questions about food pyramid, servings, and nutrients. 4. Next, review food logs. Discuss with students the different food they ate and which nutrients are in those foods. 5. Pull up slide that asks: “True or False: Adults and teenagers should consume the same amount of food” Take a vote on who thinks it’s true and who thinks it’s false. Tell them we are going to find out the answer. 6. Have students get out “You Are What You Eat” handout. Have them turn to page 3. 7. Tell students to get with their reading partner and buddy read page 3. When they finish reading they need to discuss with each other if anyone in their family matches up with the characters eating habits and why that might be. 8. Have students come back to their desk and discuss the reading. 9. Ask what factors might affect what they choose to eat or how much they choose to eat. 10. Discuss different factors; age, gender, medical needs, physical activity, media, ect. 11. Let students share ideas with class and each other. 12. Ask students what the media promotes about nutrition. What kind of commercials do they see? What kinds of things do people eat on the shows they 27

HamiltonNatasha Work Sample watch? Discuss how this might influence our food choice. Give students time to share comments with class and each other. 13 Next, Pass out white blank paper for student to draw their own food pyramid. 14. Explain that this is for their homework assignment. For homework they watch TV, surf the web, or look in a magazine and keep track of the food they see advertised or eaten by people on shows. Students will make tally marks in the different food groups and write a short summary of what they noticed. 15. Students will write the assignment in their homework log before lunch. •

Learning activities

Students will have an opportunity to work independently on their warm up quiz. Students will have a chance to analyze their own eating habits and determine if they need to make changes. Students will work in small groups while they buddy read and discuss. There will also be whole class discussions. .

•

Assessments/Closure

Assessment: Teacher will collect the quiz after students have graded their own to analyze student progress on objectives. Assessment during reading and class discussion will be formative. Teacher will talk around while students are buddy reading to observe and listen to student conversations. Homework will be discussed the next day in class. Closure: Students will write on their homework sheet the food pyramid assignment. Any questions about the assignment will be asked at this time. Then students will like up for lunch. •

Materials/technology “You Are What You Eat” hand out Food Journals Blank paper for homework Teacher laptop w/ PowerPoint Digital Projector

•

Context---Accommodations/ modifications Students will be allowed to buddy read with reading partners. This will be 28

HamiltonNatasha Work Sample helpful for students who are not able to comprehend at the reading level of the hand out. All slide projected on the board will be read aloud and orally discussed so that all students understand the information. Any student that does not understand will be allowed time to ask the teacher or a classmate. Real world conncections. •

Reflection

I was surprised to see that most all students only missed one or two on the quiz today. The lesson was shorter than yesterday. Students spent more time being actively engaged. I had them buddy read so that all students were doing something. Class discussions went well

Lesson Plan 4:

“You are what you Eat” Lesson four: •

Health Unit

Learning goal and objectives

Learning Goal: LG1; The student will know that there are 6 food groups and that healthful eating habits can lead to wellness. LG2; The student will know the importance in variety and moderation in food selection and consumption Objective: LG1; 3: Students will define the nutrients found in each food group. LG2; 2: Students will prepare and choose healthy snacks. •

Teacher Content Knowledge

Teacher will know the recipe for the two snacks and will have all the ingredients prepared.

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HamiltonNatasha Work Sample •

Introduction/ Anticipatory Set/ Engage activities. 1. Students will come in and take the quiz on the board over nutrients.

2. After students’ are done taking the quiz grade as a class. Discuss any questions students may have. (Quiz is a review of material from previous days) Have students share their food logs with their shoulder partner. Take this time to go over the homework assignment. Discuss with students which type of food they notice (which nutrients they have, which food group, and did it have any impact on what they wanted to eat.) 3. Have students clear their desk, clean with a sanitize wipe, and wash their hands. 4. Discuss what some examples of healthy and unhealthy snacks are. Talk about why it is important to eat a healthy snack. 5. Explain to students that we are going to make healthy snacks today in class. Ask them why would this be something we would do in class? Have them tell their neighbor their answer. 6. Let a few students share their ideas. Then discuss with class that you want to give them ideas of fast simple snacks they could make at home that are healthy. 7. Display the recipe on the board have students read aloud. Teacher will wear gloves while making the food. Ask students why someone would want to wear gloves while handling food. 8. Begin making first recipe “No Bake Apple Sauce”. 9. Students will watch the teacher make this one because it involves a blender. While making the apple sauce talk about all the ingredients used to make it. Ask students which food group they belong to and which nutrients they have in them. (Recipe calls for apple juice. I am using 100% ask the students why I would want to buy 100%.) 10. After the first recipe is finished start the next one: “Pineapple-Carrot Salad”. 11. Bring up the recipe and allow students to read it aloud. 12. Teacher will show all ingredients and students will discuss which food groups and nutrients are in them. (This recipe calls for canned pineapple but I am making it with fresh pineapple. Ask students why I would choose to change the recipe and use fresh instead of canned.) 13. Make one as an example showing students the proper way to make the snack. Allow students to ask any questions before they begin. 14. Have students make two lines, one at each snack. While students are enjoying their snack ask them to think about if the taste is what they expected. (better or worse). 15. When students are done eating and have their area cleaned up allow them to copy the recipe’s down from the board to take home. 30

HamiltonNatasha Work Sample 16. Have students line up for lunch •

Learning activities . Students will have hands-on activities and independent activities

•

Assessments/Closure

Assessment: Assessment will be informal. Why the teacher is preparing the ingredients, students will answer questions about nutrients and food groups. Closure: Students will write down the recipes to take home and line up for lunch. •

Materials/technology Food Journals Teacher laptop w/ PowerPoint Digital Projector Materials for making snacks

•

Context---Accommodations/ modifications

Students will be shown an example of how to prepare the snack. This one will be placed by the other ingredients for students to refer to while preparing their snack. Students will be allowed to ask questions for any direction they do not understand. Real world connections will be made.

•

Reflection

This lesson was a lot of fun. Students really enjoyed getting to prepare the snack on their own. This lesson was a lot more unstructured than most of the previous lessons. I was expecting students to get a little rowdy but they did great. There were no management issues with this lesson. Students are showing great progress on Learning Goal 1. Lesson Plan 5:

“You are what you Eat” 31

HamiltonNatasha Work Sample

Lesson five: •

Health Unit

Learning goal and objectives

Learning Goal: LG 2; The student will know that the is importance in variety and moderation in food selection and consumption Objective: LG 2; 2 Students will compare and contrast a variety of food to select healthful choices. LG2; 3: Students will compare and contrast food consumption differences related to age •

Teacher Content Knowledge

Teacher will know the website for students to use. Teacher will also need to be familiar with different ingredients found in the foods students are looking up. •

Introduction/ Anticipatory Set/ Engage activities.

1. When students come in from music they will take their seats and read to board for directions. 2. Students will be directed to go through their food log and make sure the servings and food groups for each day are added up and that their minutes of exercise are added. 3. Teacher will assign students into 6 groups of four and one group of 5. 4. Students will discuss their over all eating habits for the five previous days. They will discuss how they did on a daily basis and as a whole. 5. Once each student has discussed within their group their food log students will return to their desk. 6. Teacher will ask students to share a summary of how they felt one of the students in their group did. They will state how they did on a daily basis and how they did overall. 7. When Food Log discussion is done students will pass their Food Logs to the front of the room to be collected. 8. After Food Logs are all collected the teacher will hand out the food comparison check off sheet. 9. Teacher will give students directions for the activity. Once directions are given ask if there are any questions. 10. Students will be paired into groups. They can choose a partner of the opposite gender. One person from each pair will go to the center and get a student laptop. 32

HamiltonNatasha Work Sample 11. Students will go to www.nutritiondata.com. Using their food comparison sheet, they will look up the foods listed and find the nutritional value and ingredients. 13. Students will discuss with their findings with their partner comparing and contrasting the different food and their nutritional value. 14. When students are done they will put their laptops up and take their seat. 15. Ask students if they were surprised about any of their findings. Ask what some of the ingredients they found were. Discuss what they are. 16. When discussion is over have students take their laptops back out to the center. Before students line up for lunch have then share the most interesting thing they found. 17. Have students line up for lunch. •

Learning activities Students will be involved in group and hands-on activities.

•

Assessments/Closure

Assessment: Assessment will be informal. While students are looking items up on the computer teacher will walk around and observe student engagement. During discussions teacher will also walk around and listen for student understanding. Closure: Students will tell their face partner the most interesting thing they found before they line up for lunch. •

Materials/technology Food Journals Student laptops Food comparison work sheet Pencil

•

Context---Accommodations/ modifications

Students will be allowed to work with partners to compare answers. All directions will be given orally with a chance for students to ask questions for clarification. Any student needing help will be able to ask the teacher or another student. 33

HamiltonNatasha Work Sample •

Reflection

Students were very surprised to see the ingredients in some of their favorite foods. Students were very excited to use the computers. Students were engaged during the lesson and participated throughout.

Lesson Plan 6:

“You are what you Eat” Lesson 6: •

(“Hot Seat”)

Health Unit

Learning goal and objectives

Learning Goal: LG 1; The student will know that there are 6 food groups and that healthful eating habits can lead to wellness. LG 2; The student will know the importance in variety and moderation in food selection and consumption. Objective: LG1; 2: Students will be able to list the nutrients found in each food group. LG1; 3: Students will define the nutrients found in each food group. LG 2; 2: Students will compare and contrast a variety of food to select healthful choices. 3: Students will compare and contrast food consumption differences related to age, gender, and physical activity.

•

Teacher Content Knowledge The teacher will need to know the answers for the quiz and the rules for “Hot

Seat”. •

Introduction/ Anticipatory Set/ Engage activities. 1. When students come into the classroom they will complete the warm-up

quiz 2. When students finish their quiz they will turn it upside down and get a study guide from the front. 3. Students will use their notes to complete the study guide. Answer questions students may have. After all students have finished their quiz grade the quiz and go over food logs. Lets students discuss with a partner what they ate yesterday and a summary of the food groups they ate from. 4. When all students are finished the class will be divided up into teams to play “Hot Seat” (Students have played this game in other subjects and know all the rules) 5. Have a brief review of rules. Allow students to ask questions if there are any. 34

HamiltonNatasha Work Sample 6. Play the game until all students have a turn. During the game if a student gets any question wrong discuss the correct answer. (Game is designed as a review for all material learned so far). 7. Once the game is over double check to make sure all students have their study guided filled out. If they don’t, it’s homework. 8. Before lining up for lunch students will choose one thing from their study guide to quiz their face partner on. •

Learning activities

Students will be involved in independent and group activities. The game will give students a chance to show what they have learned in a team atmosphere. •

Assessments/Closure

Assessments: Students will grade their own quiz and keep it so they know what they still need to study. During the game assessment will be informal. Closure: After the game students will look at their study guide and ask questions if they have any. Then they will quiz their face partner by asking them one question from the study guide. •

Materials/technology Food Logs Study Guides Teacher laptop w/ PowerPoint Digital Projector pencil/ paper

•

Context---Accommodations/ modifications

Students will be doing a hands-on activity and will be allowed to choose classmates to give them clues for the answer. This will give all students an opportunity for a turn. Students will also have a chance for independents work during the quiz. Students will be given notes to use during the game as another chance for all to be involved. Modifications will also be made for four IEP students that are not usually part of our class. Three of the students will explore an interactive health website for primary grade and the other student will play the game with a partner to help him when it is his turn.

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•

Reflection

I taught students this game during week one. We have played it a few times since then. Students enjoy the game. The last time we played my supervisor was here. He gave me some tips to make the game go a little faster. Today I made a few modifications according to his advice and the game went faster. This is a great way to review material. Also, today four of the IEP students that are usually pulled out during health were in class. Their teacher was absent and there was no substitute. I knew that these students would be at a big disadvantage because they have not been here for any of the lessons. I found a website for primary grade (this was at their level) that had interactive health games. I let them choose to either play "Hot Seat" with modifications (they could have a partner go up with them when it was their turn) or play the games on the website. Three of them chose to play the interactive games and one actually wanted to play the game. When it was his turn he brought his partner up and she helped him to figure out the answer, it worked out great. The other three enjoyed doing something that was at their level on the computer.

Lesson Plan 7:

“You are what you Eat” Lesson seven: (Food Guide Pyramid Relays)

•

Health Unit

Learning goal and objectives

Learning Goal: LG 1; The student will know that there are 6 food groups and that healthful eating habits can lead to wellness. LG 2; The student will know that the is importance in variety and moderation in food selection and consumption. Objectives: LG 1; 2: Students will be able to list the nutrients found in each food group. LG 1; 3: Students will define the nutrients found in each food group. LG 2; 2: Students will compare and contrast a variety of food to select healthful choices. LG 2; 3: Students will compare and contrast food consumption differences related to age.

•

Teacher Content Knowledge Teacher will need to know the directions for the game.

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HamiltonNatasha Work Sample

•

Introduction/ Anticipatory Set/ Engage activities.

1. Have students get out their homework sheet and write down for assignment two to study for 20 minutes for tomorrows health test. They should use their study guide from "Hot Seat" and any notes they took. Ask if there are any questions about the test. 2.. Teacher will walk around the classroom with a basket for students to choose a piece of paper from. The paper will have two numbers on it. The first number will tell which group they are going to be in and the second number will tell which food group they are. 3. Teacher will tell students that they are going to go outside and play a game. The game is called "Food Guide Pyramid Relays". The paper they just chose will specify which team they are on and which food group they represent. 4. Teacher will explain the rules for the game. Student will be placed on teams with a person to represent each food group. Teams will line up, on the first players turn they will run down to and area of cones, choose a cone and lift it up. Under it will be a picture of a food or name of a nutrient they will show this to their teammates. If that food or nutrient is found in the group they are in they will run it over to their teams’ food pyramid and then tag the hand of the next player. If it is not in their food group they will place it back down and go tag the next players’ hand (Similar to memory games). Randomly some cones will have trivia questions that pertain to the unit. When a student gets a trivia everyone must freeze while the question is asked. If the player gets the question wrong all players on the floor must forfeit their turn. If the player gets the question right, all players on the floor get two turns. First team to get all the food and nutrients in the right place wins. 5. Ask if there are any questions. If so, then clarify for all students. 6. Take students outside and divide into teams. 7. Allow students to play the game. 8. When the game is over gather students’ check and make sure all the foods and nutrients were place in the right groups. If any are wrong discuss why and were they should be. 9. Have students help pick up all game materials and head back to class for lunch. Remind students again about the test tomorrow.

37

HamiltonNatasha Work Sample •

Learning activities Students will be involved in group and hands-on activities.

. •

Assessments/Closure

Assessment: During the game teacher will walk around and observe students to make sure they are playing correctly. At the end of the game teacher will assess student knowledge from the correct or incorrect placement of foods and nutrients on the Food Pyramid chart. The teacher will also asses student knowledge during the trivia portion of the game. •

Materials/technology Homework assignment sheet Materials for game: (cones, food pyramid charts, game pieces) Teacher whistle

•

Context---Accommodations/ modifications

All students will be working on a team. They will be able to ask team members for help. Students will also be able to ask the teacher for help if needed. No physical accommodations for the game are necessary in this class all students are able to run and be physically active. .

•

Reflection

Students had an okay time playing this game. There was not enough time. It took students longer than I had anticipated for them to understand all the rules. The game started off a little rocky. Once everyone understood they had a lot of fun but time was up too fast. If I were to play this game again I definitely would schedule it for more than one day so that the second time students could have more time to enjoy the game and not just focus on the rules. I would also spend more time on directions and give examples of the rules so students would understand better. If the resources would have been available it would have been nice to print off a rule sheet paper for students to look at themselves. 38

HamiltonNatasha Work Sample

39

HamiltonNatasha Work Sample

mber of Students

Analysis of Student Learning (5) Analyze and Profile Student Learning of Whole Class

Table and Graph of Whole Class Results Pre LG 1

Post LG1

Pre LG2

Post LG2

Advanced 85% and up

0

26

12

28

Proficient 75-85%

0

1

14

Basic 60-75%

6

2

4

0

Below Basic Below 60%

24

0

0

0

1

30 Advanced 85%and up Proficient 75-85%

25 20 15

Basic 60-75%

10

Below Basic Below 60%

5 0 Pre LG 1

Post LG1

Pre LG2 Post LG2

40

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Summary Paragraph of Whole Class Results a) 27 students met my goal of 70% or higher on individual learning goals. All students met the goal of 70% or higher over all. b) Two students did not meet goal of 70% on LG 1; they had 67%. c) Every student (29) met more learning goals than on the pre-test. d) For LG 1 on the pre-test the average score was 29% on the post test it was 95% so improvement was 66%. LG 2 the average score on the pre-test was 86% and the post test was 105%(there was an extra credit question.) Improvement was 9%. e) Zero, all students progressed. There were 21 students scoring a perfect score overall (100%)!! Note: One student moved during the unit so there are 29 students that took the post test compared to 30 that took the pre-test

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HamiltonNatasha Work Sample

of Boys and Girls

Analysis of Student Learning (5) Analyze and Profile Student Learning of Two Sub-groups

Name of Sub-Group One – Gender Brief Justification of Choice – It is important to see how big a role gender plays in student achievement so that lessons can be modified to encourage both boys and girls. Table and Graph of Sub-group One (Gender) Results Girls Boys Learning Goal 1

G/Pre LG 1

G/Post LG1

B/Pre LG1

B/Post LG1

Advanced 85% and up

0

14

0

12

Proficient 75-85%

0

1

0

Basic 60-75%

2

0

3

2

Below Basic Below 60%

14

0

11

0

0

14 12 10 Advanced 85%andup Proficient 75-85% Basic60-75% BelowBasicBelow60%

8 6 4 2 0

G/Pre LG G/Post B/Pre B/Post 1 LG1 LG1 LG1

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er of Boys and Girls

Learning Goal 2

G/Pre LG 2

G/Post LG2

B/Pre LG2

B/Post LG2

Advanced 85% and up

7

15

6

13

Proficient 75-85%

9

0

4

Basic 60-75%

0

0

1

0

Below Basic Below 60%

0

0

3

0

1

16 14 12 Advanced 85%and up

10 8

Proficient 75-85%

6

Basic 60-75%

4

Below Basic Below 60%

2 0

G/Pre LG 2

G/Post LG2

B/Pre LG2

B/Post LG2

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Summary Paragraph of Sub Group One (Gender) Results All student were in one of the Gender Sub Groups a) 27 students met the goal of 70% or higher for individual learning goals. All student met the goal of 70% or higher over all b) Two student did not meet goal of 70% on LG 1; they had 67%. c) Every student (29) met more learning goals than on the pre-test. d) For LG 1 on the pre-test the average score was 29% on the post test it was 95% so improvement was 66%. LG 2 the average score on the pre-test was 86% and the post test was 105%(there was an extra credit question.) Improvement was 9%. e) Zero, all students progressed. There were 21 students scoring a perfect score (100%)!! f)Overall girls scored higher on the pre-test and post test. LG1 Boys were higher on the pre-test and girls were higher on the post test. LG2 Girls scored higher on both pre and post tests g) From analyzing this sub group I am lead to believe that girls may overall do better in the subject of health than boys. Another factor could be that my lessons engaged female students more than male.

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of TAG Students

HamiltonNatasha Work Sample

Name of Sub-Group Two – TAG Students (Gifted) Brief Justification of Choice - I am curious to see if the students identified as gifted scored higher on the pre-test compared to the rest of the class. Table and Graph of Sub-group Two TAG Student Results Pre LG 1

Post LG1

Pre LG2

Post LG2

Advanced 85% and up

0

6

5

6

Proficient 75-85%

0

0

1

Basic 60-75%

3

0

o

0

Below Basic Below 60%

3

0

0

0

0

6 5

Advanced 85%and up

4

Proficient 75-85%

3 Basic60-75%

2

BelowBasicBelow 60%

1 0

Pre LG 1 Post LG1 Pre LG2 Post LG2

46

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mber of non-TAG students

Table and Graph of Sub-group Two (TAG Students) Remainder of Class Results Pre LG 1

Post LG1

Pre LG2

Post LG2

Advanced 85% and up

0

20

7

22

Proficient 75-85%

0

1

13

Basic 60-75%

4

2

0

Below Basic Below 60%

21

0

1 0 0

25 20

Advanced 85%and up Proficient 75-85%

15 10

Basic60-75%

5 0

Pre LG 1 Post Pre LG2 Post LG1 LG2

Below BasicBelow 60%

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Summary Paragraph of Sub Group Two TAG Results a) In the post- test all 6 met all LGs. b) All TAG students met all LGs in post- test c) For LG1 all 6 met more LG on post-test than on pre-test. For LG2 1 student met more LGs on post-test than on pre-test d) For LG1 there was a 58% improvement and for LG2 there was a 4% improvement. e) For LG2 5 of the students had not change in LGs f) This sub group performed well when compared to the rest of the class. On the pretest overall only 6 students scored in the basic and 50% of those were TAG students. On the LG2 pretest 41% of the advanced group was TAG students. g) From analyzing the data I have realized that the TAG students make up a big portion of the advanced group. When faced with a new topic they tend to still score higher on the pre-test

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udent A % correct

Analysis of Student Learning (5) Analyze and Profile Student Learning of Two Individuals *LG2 had an extra credit question. Table and Graph of Individual One: Pre/Post Test Results Student #1

LG1

LG2

Pre-Test

73

100

Post-Test

100

120

120 100 80 Pre-Test

60

Post-Test

40 20 0 LG1

LG2

Summary Paragraph of Individual One Results a.) Student A has met all LG’s . b.) Student A had a 27% improvement on LG1 c.) Student A did stay the same for LG2 and 100%. There was a challenge question worth extra credit that student A chose to answer and got correct. Sample Products for Individual One See attached documents 1-4

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B’s percent correct

Table and Graph of Individual Two: Pre/Post Test Results Student #2

LG1

LG2

Pre-Test

27

80

Post-Test

67

80

80 70 60 50 40

Pre-Test

30

Post-Test

20 10 0 LG1

LG2

Summary Paragraph of Individual Two Results a.) Student B did not meet all LG’s. Student B only scored 67% on LG1 on the post-test. Student B did meet all of LG2 b.) Student B made a 40% improvement on LG1 c.)Student B stayed the same on LG2 (80%) Sample Products for Individual Two See attached documents 5-8

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Reflection and Self-Evaluation (6) Interpretation of Student Learning I believe that my performance has resulted a in positive learning experience for students. Students all improved tremendously from their pre-test to post-test. Students were engaged in activities and asked questions for clarification when they were unsure. Students improved most on LG1. The data from their tests reinforce this. In student work samples the overall improvement from pre-test to post-test was 66% for learning goal one. The lowest improvement was from student B. On his work sample it is noticeable that some of the same questions were missed on both pre and post-tests. The same question from LG 2 was missed on both tests. Student mastered most objectives on LG1 but the ones not mastered were some of the same ones missed on pre-test. I think that there are many circumstances/conditions to consider when noting poor achievement. Attendance could be a fact. In the case of student B he missed one class day. This was the day we discussed the LG2 objective he was gone even though we reviewed the next day this could contribute to non mastery. Reading levels should also be taken into consideration in achievement. If a student does not have good comprehension it may be difficult for them to answer questions. Learning and behavior disabilities are also a factor in achievement as well. If a student has a hard time focusing it can become very difficult for them to concentrate on a paper/pencil assignment. This is the case for student B. When creating lessons it is vital to take all student needs into consideration. Insights on Effective Instruction and Assessment In my unit students were involved in various activities. On the first two days students were introduced to the material. We took some notes, had class discussion and completed short partner activities. I wanted students to have the foundation of all the information for future reinforcement activities. This was especially good for students who learn from auditory and visual instructions. On the following days students were involved in hands-on activities to reinforce objectives and learn a few new ones. These activities were designed to help students who learn kinestically. I believe that I met the needs of many diverse learners leading them to success. In the pre-test 24 out of 30 students failed and on the post-test 26 received A’s with 21 at 100%. The results lead me to believe that overall I had a positive impact on student learning. Looking back I believe that some activities could have been more successful if directions would have been clarified better and more time would have been allotted. I played a game with students that did not receive as much positive feed back as I expected. They had never played the game before and there were many steps in the rules. We should have played the game more than one time so that students could enjoy it more and a sheet with rules clearly stated would have been nice. I have thought of modifications to make the game go more smoothly in the future. I would really have liked to integrate a lot more technology through out my unit if it would have been available. 52

HamiltonNatasha Work Sample

Implications for Future Teaching In the future when planning lessons if I am in a school with very limited technology I would like to make extra effort in finding more activities that are unique and out-side of the box for students. I will also take time to specifically think of ways to target students that have a hard time concentrating. From my experience I have realized that I need to take more time explaining directions in a way that all students understand. I have also realized that I need to work on time management. I ran out of time during each lesson. I realized can let students share more with each other so that all students get a chance to speak. This will help me save some time. Usually I spend too much time letting students respond to answers. Toward the end of my unit I decided to only let three students comment on each question or statement and would just choose different students each time. This really helped me save some time. The next time I create an assessment I am going to make sure that the questions are not difficult to understand and that all students understand all directions before they begin. On my pre-test I had some questions that were vague and needed to be revised. On the post-test I read all directions out loud before they started and make sure students understood what they were suppose to do. Implications for Personal Professional Improvement After reviewing the lessons and test data for this unit I can see that there are some areas I will be able to improve on. One of my biggest areas of improvement will be time management. On some lessons I had a hard time making it through all the material. I need to look at lessons and objectives to find if there is a way to combine some things and still get across the message. I also think it is critical to find a way to break the barrier for students who have a hard time focusing. I would like to take time and do some research in books or on the internet to different strategies that will help me get through to these students. I have already started asking some current teachers on ways to help improve time management skills and will continue to do so. When I begin teaching I plan to attend Professional Developmental workshops so that my skills will continue to grow. Resources

Morris, N., & Morris, T. (1994). No-Cook Cooking (Sticky Fingers). United States: Franklin Watts. MyPyramid.gov - United States Department of Agriculture - For Kids. (n.d.). MyPyramid.gov - United States Department of Agriculture - Home . Retrieved November 7, 2009, from http://www.mypyramid.gov/k Nutrition facts, calories in food, labels, nutritional information and analysis – NutritionData.com . (n.d.). Nutrition facts, calories in food, labels, nutritional information and analysis – NutritionData.com. Retrieved October 23, 2009, from http://www.nutritiondata.com (2008). The Grat Body Shape/You Are What you Eat (Handout). Wilton: The Children Health Market.

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