Weebly - Section Three

MSED ELEMENTART PORTFOLIO PROJECT
Section Three:
Teacher Candidate Artifacts
Introduction
This section of the portfolio includes artifacts created by the writer which show that I
have developed the skills and knowledge to be an engaging and effective teacher. The artifacts I
have included show that I am competent at planning, instruction, assessment, technology,
accommodation of special needs students in the classroom, classroom management, culturally
responsive teaching, professional collaboration and development.
Throughout this section reference is made to both New York State and Ontario
professional and curriculum standards and their relation to the artifacts provided. It is important
to recognize and apply these standards to all aspects of your teaching career. These standards
were implemented to ensure consistency and integrity in lesson preparation and execution and to
ensure consistency in student learning.
Evidence of my planning capabilities are seen through the unit plan and lesson plans that
are included. I have attached a literacy test I prepared as an example of my assessment
techniques and other forms of assessment are showcased through the lesson plans I have
included in this portfolio. A math lesson plan is enclosed to portray my understanding of the
subject matter and my ideas with respect to engaging students and making them interested in
learning core subjects. I have included a culturally responsive field trip report to showcase my
belief that inclusion is an important part of a collaborative classroom and to illustrate my belief
that learning should not be limited to the classroom environment. I have included the link to my
Weebly website which is a representation of a classroom website for a Grade 5 class, containing
information and links for parents, students and the general public. The Weebly website
MSED ELEMENTARY PORTFOLIO PROJECT
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showcases my knowledge of technology and promotes my belief that technology is an important

element in education today. Embedded in the Weebly website is my PowerPoint presentation on
Cyber Safety which provides a visual representation of the importance of maintaining a safe
environment while incorporating modern technology into the classroom. I have also included
my paper and PowerPoint presentation on a case study I did on the educational system in
Singapore which enables the reader to compare the educational systems here and abroad and to
evaluate what is effective and why. This enables myself as a teacher to strengthen my lessons
and effectiveness through reflection. Finally, I have included a data analysis survey on
technology in the classroom and a PowerPoint presentation which provides an analysis of the
results. This again reiterates my belief that incorporating modern technology into the classroom
is a very important part of being an effective teacher today.
These artifacts also tell you a bit about me and what I feel will be engaging for students
today. One must keep in mind when reading through these artifacts though that the lessons that
will work for one group of students will fail for another. If you are working in a rural
community and you gear your lesson to rural issues the class will be more easily engaged than if
you create a lesson based on city issues and use it in a rural classroom environment. It is
important to realize that I understand that my lessons will often have to be adapted to the
teaching environment.
Artifacts & Rationales

Artifact #1 Science Unit Plan and 5 Lesson Plans
Overview
The first artifact Ive included is my science unit plan and 5 accompanying lesson plans.
These show my grasp of the science curriculum and my ability to plan extensively. There are
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anticipatory sets in each lesson to engage students and hands on activities to encourage learning
and accommodate visual learners. The unit plan and accompanying lesson plans are geared to
allow students to build on their former knowledge while learning something new, something that
theorist Jerome Bruner was a proponent of. Lessons are highly interactive with small amounts of
lecture based teaching which seems to be more effective for students learning.
The Youtube video How the Body Works is a cartoon rendition of the journey through
the digestive system, which uses technology to engage learners. It will always be more
interesting to watch a character moving through the digestive system then it will be to listen to a
teacher describe the pathway in a lecture based manner. An interactive bulletin board is also
included in the unit as a form of formative assessment which allows students to complete a
crossword puzzle then check the answers. This board also includes a skeleton relevant to the
lesson on the musculoskeletal system and allows the students to label the skeletal parts
appropriately using Velcro to attach the labels. An answer key is provided so that students can
verify accuracy without requiring teacher intervention.
Connections to Standards
INTASC Standards
This artifact shows, that I as a future teacher, understand how learners grow and develop
and as a result have developed effective lesson plans and a unit plan which implements
developmentally appropriate and challenging learning experiences as is outlined in INTASC
standard #1: Learner Development. This artifact is also compliant with INTASC Standard #3:
Learning Environments, as during these 5 science lessons students use both individual and
collaborative learning as a result of an interactive learning experience. Multiple methods of
assessment are used to engage learners and encourage growth (INTASC Standard #6:
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Assessment) with students experiencing formative assessment through interactive bulletin boards
and summative assessments with quizzes. This artifact also supports INTASC standard #7:
Planning for Instruction as it shows planning for every student in the classroom so that they can
meet the rigorous goals in the curriculum. INTASC standard #8: Instructional Strategies also
applies here as the lesson plan shows the use of a variety of instructional strategies to encourage
learning and application of knowledge.
NYS Code of Ethics for Educators
Principles 1 and 2 apply here with evidence of educational nurturing of the intellectual
and social potential of students through content being taught and interactive aspects of lessons
boosting social interaction amongst classmates. This artifact also nurtures the intellectual, social,
and civic potential of every student and supports and maintains a challenging learning
environment for all students as is required of teachers in the NYS Code of Ethics for Educators
in Principles 1 and 2.
NYS P-12 Common Core Learning Standards
New York State Learning Standards for Intermediate Level Science Core Curriculum Grades
5-8
Standard Strand: Standard 4: The Living Environment
Grade: 5
Topic: Key Idea 1: Living things are both similar to and different from each other and from nonliving things.
Item Number and Statement: Performance Indicator 1.2a & 1.2b
1.2
Explain the functioning of the major human organ systems and their interactions.
Major Understandings:
1.2a
Each system is composed of organs and tissues which perform specific

functions and interact with each other, e.g., digestion, gas exchange,
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excretion, circulation, locomotion, control, coordination, reproduction and

protection from disease
1.2b
Tissues, organs and organ systems help to provide all cells with nutrients,
oxygen and waste removal.
Lesson plan content clearly depicts the functioning of major human organ systems and
their interactions as listed in this standard.
NYS Learning Standards

Mathematics, Science and Technology Education
Standard 4: Science
Students will understand and apply scientific concepts, principles, and theories pertaining to the
physical setting and living environment and recognize the historical development of ideas in
science.
In this unit plan, NYS Learning Standard for Science #4 applies with students being
taught content that will increase their understanding of scientific concepts with respect to the
living environment. They are learning the components of major organ systems and how those
systems interact to make their bodies function properly.
TEAC Claims
TEAC claims number 1 and 2 apply to this artifact as the unit and lesson plans show my
knowledge of the subject matter and lesson content and activities show that I am a caring
educator who wants to use the best method possible to engage students and encourage learning.
ISTE Standards for Teachers and/or Students
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Standards number 2 and 4 of the Standards for Students apply to this artifact with
students interacting, communicating and collaborating with each other as they work in groups to
do bulletin board interactive activities such as label matching and crossword puzzles. Students
are using critical thinking skills to solve problems and to come up with correct solutions for
formative and summative evaluations. Crossword puzzles, word matches and app games all test
students critical thinking and problem solving skills and techniques.
Standards number 1 and 2 of the Standards for Teachers apply to this artifact with the
lesson geared to engage students and inspire learning. Digital tools and resources have been
incorporated into these lessons to promote student learning and multiple formative and
summative assessment techniques have been utilized to cater to different learning types.
Students are watching videos and using IPads to do activities as an alternate way of learning.
CEC Standards
Special Education Standards for professional practice numbers 1.3, 1.4 and 1.5 apply to
this artifact. Periodic assessments are used throughout to accurately measure the learning
progress of individuals both with and without exceptionalities. Instruction can be varied and
individualized where needed. Lessons are culturally responsive as the content pertains to all
humans regardless of race, gender or sexual preference. Human anatomy and bodily function is
the same regardless of culture. Resources and technology utilized throughout the lesson can be
adapted to differing ability levels and activities can be modified for exceptional students where
necessary.
Ontario Curriculum Standards
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Ministry of Education The Ontario Curriculum Grades 1-8 Science and Technology
Standard Strand: Understanding Life Systems Human Organ Systems
Grade: 5
Topic: 1. Developing Investigation and Communication Skills
Item Number and Statement:

By the end of Grade 5, students will:
2.4
Use appropriate science and technology vocabulary, including circulation,

respiration, digestion, organs and nutrients, in oral and written communication
Topic: 2. Understanding Basic Concepts

3.1
Identify major systems in the human body (e.g., musculoskeletal system, digestive
system, nervous system, circulatory system) and describe their roles and
interrelationships
3.2
Describe the basic structure and function of major organs in the respiratory,
circulatory, and digestive systems (e.g., we have two lungs; each one is about 2530 cm long and cone-shaped; the right lung is slightly bigger because it has three
lobes and the left lung has only two; our lungs are responsible for gas exhanges)
3.4
Identify common diseases and the organs and/or body systems that they affect
(e.g., epilepsy affects the brain [central nervous system]; appendicitis affects the
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appendix [digestive system]; asthma and emphysema affect the lungs [respiratory
system])
The aforementioned are the Ontario Curriculum Standards that apply to this artifact.
Students are learning appropriate science vocabulary which they must incorporate into speaking
and writing. Students are learning to identify major organ systems in the body and should be
able to describe the structure and function of the organ systems by the end of this unit. Students
are also being taught to identify common diseases that can affect the organs or body systems to
garner a better understanding of the function of these systems and the damage that can occur
when something malfunctions in the system.
Ontario Teacher Ethical Standards

The standards of Care and Respect are evident in this artifact with the unit and lesson
plans showing insight for developing students potential and with lessons that foster cognitive
development.
Artifact
Unit Plan
Tamara Hamilton
Medaille College
EDU 500 The Core of Education
April 11, 2015
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UNIT PLAN: Human Organ Systems

I.
UNIT DATA
A. Tamara Hamilton
B. Science
C. Grade 5
D. Understanding Life Systems/The Living Environment
E. Human Organ Systems
F. 5 lesson plans
a.
b.
c.
d.
e.
Lesson Plan #1 Human body & Organs

Lesson Plan #2 Digestive System
Lesson Plan #3 Respiratory System
Lesson Plan #4 Circulatory System
Lesson Plan #5 Musculoskeletal system
G. Materials paper for bulletin boards etc., scissors, glue, handouts, ipads, computer,
screen, YouTube, paper for writing on, pens, noodles, quizzes, squishy skeleton, hat,
sidewalk chalk
H. Table of Contents
Document
Page
Unit Plan
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Lesson Plan #1 Human Body & Organs
58
Lesson Plan #2 Digestive system
64
Lesson Plan #3 Respiratory System
71
Lesson Plan #4 Circulatory System
79
Lesson Plan #5 Musculoskeletal System
86
II.
A.
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UNIT DESCRIPTION
Introduction/Significance of Unit
It is important that all humans understand life systems and how their bodies work. We live only
one life and to maximize our time on earth we need to have the knowledge required to keep our
bodies healthy and functioning at their maximum potential. Choices we make daily have a
lasting impact on our bodies and lives. A healthy society means there is a healthy workforce and
the healthier the workforce the better the economy. Less sick days means better productivity and
higher economic earnings for companies.
Students need to have the knowledge to make smart choices with respect to diet and health. Diet
and exercise are important components of healthy living and the healthy functioning of our
organs systems. Students will learn the location, structure and function of the major organs of
the digestive system, respiratory system, circulatory system, and musculoskeletal system. They
will be taught how each system interacts and how they can affect each other. Students will also
learn about modern diseases which can affect these organs.
Nothing will be accomplished in life if humans are all sickly and unhealthy from mistreating
their bodies so this is an important unit for students. Technology today is encouraging a more
sedentary lifestyle which is not beneficial to the human body. Humans busy lifestyles are
increasing fast food use which is also detrimental to human health. Students need to be taught
healthy lifestyle habits and they need to know how their bodies work so that they can make wise
choices for themselves.
B.
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Central Focus
The focus will be on building students understanding of their bodies, the organs within and their
functions. Students will learn how organ structure is related to function and how organ systems
are components of a larger system. They will also be taught that organs work together and affect
one another. Students will garner an understanding of how systems in the human body work to
meet our basic needs and how choices we make can affect our organ systems and overall health.
C.
General Objectives
By the end of this unit the students should be able to:

1. Analyze the impact of human activities and technological innovations on human
health;
2. Investigate the structure and function of the major organs of the digestive, respiratory,
circulatory, and musculoskeletal systems; and
3. Demonstrate an understanding of the structure and function of human body systems
and interactions within and between the aforementioned systems.
D.
Assessment
Lesson #1
Formative Assessment will include an interactive bulletin board activity with students taking
turns matching the body part (word) to the space on the diagram depicting that organ on the
human body. Students will also be asked to write a page about which organ they think is most
important and why. They will also be asked to explain how they are going to take care of that
organ whether it be through diet, exercise or lifestyle. Summative assessment for this unit will
be a quiz where they are required to match the organ to its function.
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Lesson #2
Formative assessment for this lesson will be done with the class divided into three groups. The
first group will do an interactive bulletin board activity with students taking turns matching the
word with the correct part of the digestive system on the diagram. The second group of students
will use the interactive skeleton to review human organs and the location of same including the
intestine and other parts of the digestive tract. The third group of students will use The Amazing
Digestive Journey app to move from the top to the bottom of the digestive system making
progress as they solve puzzles relating to the section of the tract they are in. Students will be
asked to write a 1-2 page story about a piece of foods passage through the digestive tract for
their summative assessment.
Lesson #3
Formative assessment for the respiratory system will be done with students using their ipads to
do the respiratory system lab on the Heart and Lungs Lab app. This app lets the students
experiment with the structure and function of the respiratory system. They will see how air
moves in and out of the lungs, learn about gas exchange in the pulmonary alveoli and find out
what cells do with the air we breathe. Summative assessment will be a quiz which has numbered
parts on the respiratory system and students will be expected to fill the correct number into the
appropriate space in the paragraph description of the respiratory system function.
Lesson #4
Formative assessment for the circulatory system will be to divide students up into groups and to
move them to a large area (basketball court outside). A huge chalk drawing of the human body
will be done by students. Then, the students will be given an organ role picked from a hat. The
remaining students will be the blood (in a train like formation) and will make their way through
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the body as blood does in the circulatory system. This interactive game will help students
understand the function of blood in the body. Summative assessment for this lesson will be a
multiple choice quiz.
Lesson #5
Formative assessment for this lesson will involve the use of the students ipads and the app D.
Bones which can be purchased from itunes for $2.29. The students knowledge of the skeletal
system will be tested as they practice placing the bones in the correct location on the skeleton.
The students will also be able to view the information section of this app which provides basic
descriptions of the bones. Summative assessment for this lesson will be a quiz on both the
skeletal and muscle systems. It will be a mixture of short answer, fill in the blank and multiple
choice to get students used to different question types.
E.
Anticipatory Set/Student Engagement
Lesson #1
This lesson on the human body and organs will start off with a YouTube rap video on the
systems in the body. https://www.youtube.com/watch?v=0yjLJfz6saU
Lesson #2
This lesson will start off with a YouTube video of a cartoon characters journey through the
digestive system, called How the Body Works. https://www.youtube.com/watch?v=VwrsL-lCZYo
Lesson #3
This lesson will begin with the Respiratory System Song from YouTube.
https://www.youtube.com/watch?v=p4zOXOM6wgE
Following this music video the lesson will continue
with a diagram on the smart board which students can come up and write in the name of the part
of the respiratory system as we move through it explaining what each area does in detail.
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Lesson #4
This lesson will start with a video from YouTube outlining the red blood cells journey through
the circulatory system. https://www.youtube.com/watch?v=-s5iCoCaofc
Lesson #5
This lesson on the musculoskeletal system will start off with a rap video from YouTube which
outlines the major muscles in the body and the need for regular exercise to maintain muscle
health. https://www.youtube.com/watch?v=s-uXNgpcakU
F.
Classroom Management
Our classroom contains a Rules panel on the bulletin board which all students are required to
follow. Rules were discussed at the beginning of the school year and consist of:
1. Speak quietly
2. Respect others
3. Raise your hand and wait until you are chosen to speak
4. Pay attention when someone is speaking
5. Ask before leaving the classroom
There is a star system that is followed to encourage compliance as well. At the end of each day I
add a star sticker to the behaviour chart for any students who have showed exemplary behaviour
that day. At the end of the month the student with the most star stickers gets a gift. A lot of time
classroom management is less of a problem if you can keep students interested and engaged.
Use of YouTube and interactive displays such as bulletin boards and Smart Board as well as the
use of Apps on students ipods and the human dummy will keep students active and engaged
resulting in easier classroom management. Most kids misbehave when they are bored so it is
important to keep them busy. The circulatory system formative assessment has them going
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outside into the school yard and actually physically moving their bodies which is also an
excellent way to keep them interested and on task. Students at this point are well aware of the
Rules and Procedures that are to be followed such as no speaking out of turn and respect for all.
Students are well aware and compliant with asking for bathroom privileges. Students are
disciplined with lack of rewards, lack of free time, removal of recess privileges and after school
detention occasionally. If the poor behaviour continues the parents and the principal are notified
that perhaps this classroom is not a proper fit for this student.
It is also important to try to maintain good student-teacher relationships while at the same time
maintaining classroom control. It is important that the students see you as the Alpha or the
person in charge and that they respect your wishes. This hierarchy needs to be established at the
beginning of the school year in order for the classroom to run smoothly throughout the year. As
the teacher you are the students leader and it is important that they recognize that and provide
you with the respect and behaviour that that title should afford you. A positive classroom
environment is essential and can only be achieved with good classroom management skills.
Every student is different so as a teacher you have to find what works best for your students each
year. It could be that you will have to run your classroom differently with each new and
different group of students you get.
III.
REFLECTION
These lessons are about the human body and human health regardless of skin colour, age or sex.
It will help students to see that they are all the same on the inside even though they look different
on the outside. Different types of music have been utilized to engage students from different
cultural backgrounds as well. Most of the formative assessment activities allow students to
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progress at their own speed, recognizing that not all students learn in the same manner or at the
same speed.
These lessons can all be adapted to the needs of diverse learners. The App used in the digestive
system lesson has activities at two different difficulty levels so that students of different ability
levels can all be challenged on the new information. The way in which the lesson or assessment
was altered would depend on the type of disability and the learning level of the disabled child.
All students have the ability to be successful in these lessons so long as they take the time to
listen and learn. There is audio, visual and hands-on learning available in these lessons so that
all the different learning types can be engaged. Students need to listen carefully, participate in
classroom discussions and participate in lesson activities in order to absorb the information.
Students often have a misconceived idea about how the body systems work and how to keep
them in top notch condition. After participating in these lessons any misconceptions students
have on the topics will be cleared up and they will have acquired valuable knowledge. Students
will learn what could be considered a new dialect, the science dialect, with new vocabulary
words. Students will be using different types of language function in the lessons when they are
asked to: compare and contrast the different body systems, and when they use sequencing to
determine the order the body system takes throughout these processes. Students will be much
more aware of how to keep themselves and their bodies in good condition after these lessons.
They will now think about where the food is going when it enters their bodies and whether the
food they are giving it is nutrient rich or poor. They will be more aware of their muscles and
which ones they are using at the time when they are active. These lessons will enable students to
retain more health related information and will enable them to understand their doctors better in
the future should they need any treatment as a result of organ or system failure. We are to
prepare students for life and the real world which is achieved through lessons such as these
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Human Body and Organs

Lesson Plan
I.
LESSON DATA
A. Tamara Hamilton
B. Science
C. Grade Level Grade 5
D. Unit Topic Understanding Life Systems/The Living Environment
E. Lesson Topic The Human Body and its Organs
F. Duration of Lesson 45 minutes
G. Materials Rap video from YouTube https://www.youtube.com/watch?v=0yjLJfz6saU, computer, projector, screen, white
board and markers, Diagram of human body and major organs, pens & paper, quiz
II.
INSTRUCTIONAL PROCESS
A. Standards
New York State
New York State Learning Standards for Intermediate Level Science Core Curriculum Grades 5-8
59

Grade: 5
Topic: Key Idea 1: Living things are both similar to and different from each other and from non-living things.
1.2
1.2a
Each system is composed of organs and tissues which perform specific functions and
interact with each other, e.g., digestion, gas exchange, excretion, circulation, locomotion,
control, coordination, reproduction and protection from disease
1.2b
Tissues, organs and organ systems help to provide all cells with nutrients, oxygen and
waste removal.
Ontario
Grade: 5
Topic: 1. Relating Science and Technology to Society and the Environment
1.1
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Assess the effect of social and environmental factors on human health, and propose ways in which
individuals can reduce the harmful effects of these factors and take advantage of those that are beneficial

2.4
Use appropriate science and technology vocabulary, including circulation, respiration,

digestion, organs and nutrients, in oral and written communication

3.1
Identify major systems in the human body (e.g., musculoskeletal system, digestive system, nervous
system, circulatory system) and describe their roles and interrelationships
3.2
Describe the basic structure and function of major organs in the respiratory, circulatory, and digestive
systems (e.g., we have two lungs; each one is about 25-30 cm long and cone-shaped; the right lung is
slightly bigger because it has three lobes and the left lung has only two; our lungs are responsible for
gas exhanges)
3.4
Identify common diseases and the organs and/or body systems that they affect (e.g., epilepsy affects the
brain [central nervous system]; appendicitis affects the appendix [digestive system]; asthma and
emphysema affect the lungs [respiratory system])
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B. Central Focus
The central focus is teaching students the names and functions of the organs within the human body and having them
be able to identify them by sight. The lesson will also strive to teach students the system that each organ belongs to and
some of the different diseases that can affect each organ.
C. Objectives
By the end of this lesson, students will:
1. Be able to identify and describe the basic structure and function of the major organs in the human body;
2. Be able to identify the major systems in the human body and the importance each organ plays in these systems; and
3. Identify common diseases and the organs they affect.
D. Assessment Plan
Formative Assessment will include an interactive bulletin board activity with students taking turns matching the body
part (word) to the space on the diagram depicting that organ on the human body. Students will also be asked to write a
paragraph about which organ they think is most important and why. They will also be asked to explain how they are
going to take care of that organ whether it be through diet, exercise or lifestyle.
Summative assessment for this unit will be a quiz where students are required to match the organ to its function.
E. Opening/Anticipatory Set
This lesson on the human body and organs will start off with a YouTube rap video on the
systems in the body. https://www.youtube.com/watch?v=0yjLJfz6saU This video will serve as an introduction into the
systems operating in the body, grabbing the students attention and creating interest in learning more about the human
body.
F. Main Body/Procedure
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1. Opening show video listed above at (E);

2. Tape poster of human body on the white board
3. Pictures of laminated organs - tape them one by one to the white board and have students tell you what they are
responsible for doing in the human body write the explanation on the white board beside each organ
a. Heart pumps blood and oxygen to all parts of the body (circulatory system)
b. Liver
weighs approximately 3lbs
Second heaviest organ only skin is heavier
Able to regenerate dead or damaged tissue
Produces bile which is released into the duodenum where it emulsifies large masses of fat into
more digestible sized particles
the liver is responsible for metabolizing carbohydrate, lipids, and proteins into biologically
useful materials. (digestive system)
c. Stomach secretes acid & enzymes that digest food along with motion (digestive system)
d. Pancreas
produces hormones that circulate in the blood (endocrine system)
Secretes digestive enzymes to aid in absorption of nutrients in small intestine (digestive
system)
e. Small intestine absorbs nutrients (digestive system)
f. Large intestine water absorbed here and waste material stored as feces (digestive system)
g. Anus controls expulsion of waste (digestive system)
h. Bladder stores urine
i. Kidneys filter the blood and remove waste produce urine
j. Lungs air exchange transport oxygen from air to bloodstream and carbon dioxide from bloodstream to
air (respiratory system)
k. Brain
central organ of the nervous system
Within each lobe are numerous cortical areas, each associated with a particular function,
including vision, motor control, and language.
4. Now ask students to come up and pick an organ and put it on the diagram in the right location using the Velcro
attached on the back
5. Now a discussion on diseases and which organ they affect
a. Epilepsy brain
b. IBS pancreas
c. Angina heart
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d. Cancer all organs

e. Emphysema lungs
f. Alzheimers brain
g. Chrons disease/ulcerative colitis intestine
6. Now take students in groups of 4 and let them work in that group for 5-10 mins using the diagram/poster and
placing the organs in the right spot ensure everyone has a chance to do that. The remainder of the class is to write
a page about which organ they think is most important and how they plan on keeping that organ in optimal
condition (diet, exercise, and lifestyle).
7. Hand out Quiz and collect for marking when students are done.
Special note Johnny is developmentally delayed so all activities he participates in will require additional time and assistance.
G. Closure/Ending
Ask students what things they think they should do daily in their lives to keep their bodies healthy. Have a class
discussion about same.
III.
REFLECTION
The human body is reflective of all humans regardless of skin colour, race, sex, weight or religion. We are learning about
everyone here so it is culturally responsive teaching. We have one developmentally delayed student in the class so he
needs additional time to comprehend the lesson and he will not take the same detail out of the lesson that the other students
do. He also requires extra assistance with most tasks.
Students will need to have mastered their listening skills, their talking in turn skills and their writing skills to successfully
complete this lesson. Students may have difficulty with some of the functions of the organs but we will review them
briefly daily during this unit to reinforce them. Students are being exposed to new vocabulary here which may take some
time to master. They will need to learn how to properly pronounce the organs and their functions and diseases as well as
spell them correctly.
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Digestive System
Lesson Plan
I.
LESSON DATA
A. Tamara Hamilton
B. Science
E. Lesson Topic The digestive system
G. Materials YouTube video of a cartoon characters journey through the digestive system, called How the Body Works.
https://www.youtube.com/watch?v=VwrsL-lCZYo, projector, screen, white board and markers, bulletin board with diagram of
human body & digestive system, interactive skeleton man, pens & paper, and students ipads.
II.
A. Standards
New York State
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Grade: 5
1.2
1.2a
1.2b
waste removal.
Ontario
Grade: 5

2.4
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Use appropriate science and technology vocabulary, including circulation, respiration,

digestion, organs and nutrients, in oral and written communication

B.
3.1
3.2
gas exhanges)
3.4
Central Focus
The central focus is teaching students how the digestive system functions within the human body and what role each
organ plays in that system. The lesson will also provide students with background on digestive diseases and their
implications on the digestive system.
C.
Objectives
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1.
Be able to explain how the digestive system functions in the human body and identify the organs which play a role
in this system;
2.
Be able to identify diseases that affect the digestive system and the implications of same.
D. Assessment Plan
Formative assessment for this lesson will be done with the class divided into three groups. The first group will do an
interactive bulletin board activity with students taking turns matching the word with the correct part of the digestive
system on the diagram. The second group of students will use the interactive skeleton to review human organs and the
location of same including the intestine and other parts of the digestive tract. The third group of students will use The
Amazing Digestive Journey app to move from the top to the bottom of the digestive system making progress as they
solve puzzles relating to the section of the tract they are in.
Students will be asked to write a 1-2 page story about a piece of foods passage through the digestive tract for their
summative assessment.
This lesson will start off with a YouTube video of a cartoon characters journey through the digestive system, called
How the Body Works. https://www.youtube.com/watch?v=VwrsL-lCZYo. This short video will capture the students attention
and initiate discussion on the role of the digestive tract and the organs involved in digestion.
2. What is digestion? - the process by which the digestive tract accomplishes three things: the breakdown of food into
usable parts for absorption into cells in the body, protection from invading organisms and toxins, and disposal of
waste products.
3. More info on digestion
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a. The first aspect of digestion is about mechanical and chemical food disassembly. Breaking food down, in
stages, into fatty acids, amino acids, simple sugars and nutrients which the body can absorb and use for
normal functioning.
b. The second aspect is concerned with protecting us from pathogens and foreign bacteria that enter the
digestive tract. The acidity of the stomach is key in killing microorganisms and the largest part of the bodys
immune system is in the lining of the intestines. The digestive system has its own nervous system that is
often termed the second brain.
c. Lastly, digestion ultimately results in removing waste from the body.
4. The digestive tract, from top to bottom, is approximately 30 feet long, has a surface area of a tennis court and
typically processes food in 24-72 hours.
5. Use bulletin board diagram while explaining the digestive system and the functions of the organs involved in
digestion
a. See, smell or think about food & your body produces saliva
b. Mouth, teeth chew food with assistance of tongue into mushy paste
c. Salivary enzymes act to soften the food and start breakdown of carbohydrates and fats. The salivary gland
releases saliva, containing amylase, to start breaking down starch. Also included in saliva are enzymes to
start cleaving fat and mucus to soften the food.
d. Swallowed, goes down esophagus to stomach. The esophagus is lined with muscles that push the food
down through peristaltic (wave like) contractions.
e. The stomach churns and mixes the food with acid and gastric juices to further break down the paste, initiate
protein degradation and kill undesirable microorganisms and pathogens.
f. Once mixed well the food paste is considered chyme and the pyloric valve allows passage into the small
intestine.
g. The gall bladder releases bile to start breaking down fat.
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h. The pancreas releases enzymes to further breakdown carbohydrate, protein and fat.
i. At the entrance to the small intestine (SI) lies the gall bladder. When chyme enters the SI, the gall bladder is
stimulated to release bile, made in the liver, to breakdown fats into smaller fatty acids.
j. The small intestine begins to absorb the completely broken down nutrients (fatty acids, amino acids, simple
sugars, vitamins and minerals) through a permeable skin of micro villi on the walls of the intestine.
k. The nutrients undergo an immune system screen and then travel to the liver.
l. The liver screens, filters and processes the nutrients before sending them out into the bloodstream to feed
the cells in the body.
m. Muscles continue to move the chyme along the small intestine, while the breakdown of food continues and
the body continues to absorb, screen and filter the particles. Whatever does not get absorbed moves through
to the large intestine (colon).
n. Bacteria residing in the colon feed off the food remains, creating nutrients we absorb (vitamins, fatty acids)
and other byproducts, some of which we use, some we dont.
The colon extracts water from the liquid waste as it moves along, recycling it into the bloodstream.
o. Once moved through the colon, the food has become fecal matter, consisting of mostly excess water, dead
bacteria, indigestible fiber and some other materials not needed by the body.
The fecal matter moves to the rectum for storage.
p. When signaled, the body moves it out the anus, eliminating the waste from the body.
6. Go over diseases that are related to and/or affect the digestive system crohns disease, IBS, Celiac disease,
Ulcertive colitis
7. Now divide the class into three groups group 1 will work with the interactive bulletin board completing the
crossword puzzle and matching the labels (organ names) to the diagram of the digestive system group 2 will use
the interactive skeleton to review the organs and organ location group 3 will use The Amazing Digestive
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Journey app to move from the top to the bottom of the digestive system making progress as they solve puzzles
relating to the section of the tract they are in.
On an individual basis, students will be asked to write a 1-2 page story about a piece of foods passage through the
digestive tract for their summative assessment.
He also gets frustrated working in groups and will sometimes lash out so he is only allowed to work in groups when he is
under direct adult supervision.
G. Closure/Ending
Ask students what type of diet they need to follow throughout their daily lives in order to keep their bodies healthy.
Have a class discussion about same.
III.
REFLECTION
do. He also requires extra assistance with most tasks. This same student gets violent when frustrated so it is important that
he is fully supervised when he is in a team environment and dealing with conflict or frustration.
Students will need to have mastered their listening skills, their talking in turn skills and their writing skills to successfully
complete this lesson. Students may have difficulty with some of the functions of the digestive organs but we will review
them briefly daily during this unit to reinforce them. Students are being exposed to new vocabulary here which may take
some time to master. They will need to learn how to properly pronounce the organs of the digestive system and the
diseases that can affect the organs of this system.
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Respiratory System
Lesson Plan
I. LESSON DATA
A. Tamara Hamilton
B. Science
E. Lesson Topic The Respiratory System
G. Materials Respiratory System Song from YouTube. https://www.youtube.com/watch?v=p4zOXOM6wgE, projector, screen,
Smart board and markers, diagram of human body & respiratory system, pens, quiz & students ipads
II.
A. Standards
New York State
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Grade: 5
1.2
1.2a
,
1.2b
waste removal.
Ontario
Grade: 5

2.4
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Use appropriate science and technology vocabulary, including circulation, respiration, digestion, organs
and nutrients, in oral and written communication

3.1
3.2
gas exhanges)
3.4
Identify common diseases and the organs and/or body systems that they affect (e.g., epilepsy affects
the brain [central nervous system]; appendicitis affects the appendix [digestive system]; asthma and
B. Central Focus
The central focus is teaching students how the respiratory system functions within the human body and what role each
organ plays in that system. The lesson will also provide students with background on respiratory tract diseases and their
implications on the respiratory system.
C. Objectives
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8. Be able to explain how the respiratory system functions in the human body and identify the organs which play a
role in this system;
9. Be able to identify diseases that affect the respiratory system and the implications of same.
D. Assessment Plan
Formative assessment for the respiratory system will be done with students using their ipads to do the respiratory
system lab on the Heart and Lungs Lab app. This app lets the students experiment with the structure and function of
the respiratory system. They will see how air moves in and out of the lungs, learn about gas exchange in the pulmonary
alveoli and find out what cells do with the air we breathe.
Summative assessment will be a quiz which has numbered parts on the respiratory system and students will be expected
to fill the correct number into the appropriate space in the paragraph description of the respiratory system function.
This lesson will begin with the Respiratory System Song from YouTube. https://www.youtube.com/watch?v=p4zOXOM6wgE
Following this music video the lesson will continue with a diagram on the smart board which students can come up and
write in the name of the part of the respiratory system as we move through it explaining what each area does in detail.
2. What is respiration? the action of breathing a process in living organisms involving the production of energy
typically with the intake of oxygen and release of carbon dioxide from the oxidation of complex organic
substances.
3. Bring up diagram of human body and respiratory system on Smart board as you are going through the respiratory
system have the students come up to the board to add in the organ name in the correct spot and the function of that
organ
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a. At the top of the respiratory system, the nostrils (also called nares) act as the air intake, bringing air into the
nose, where it's warmed and humidified. Tiny hairs called cilia protect the nasal passageways and other
parts of the respiratory tract, filtering out dust and other particles that enter the nose through the breathed
air.
b. Air can also be taken in through the mouth. These two openings of the airway (the nasal cavity and the
mouth) meet at the pharynx, or throat, at the back of the nose and mouth. The pharynx is part of the
digestive system as well as the respiratory system because it carries both food and air.
c. At the bottom of the pharynx, this pathway divides in two, one for food (the esophagus, which leads to the
stomach) and the other for air. The epiglottis, a small flap of tissue, covers the air-only passage when we
swallow, keeping food and liquid from going into the lungs.
d. The larynx, or voice box, is the uppermost part of the air-only pipe. This short tube contains a pair of vocal
cords, which vibrate to make sounds.
e. The trachea, or windpipe, extends downward from the base of the larynx. It lies partly in the neck and partly
in the chest cavity. The walls of the trachea are strengthened by stiff rings of cartilage to keep it open. The
trachea is also lined with cilia, which sweep fluids and foreign particles out of the airway so that they stay
out of the lungs.
f. At its bottom end, the trachea divides into left and right air tubes called bronchi, which connect to the lungs.
g. Within the lungs, the bronchi branch into smaller bronchi and even smaller tubes called bronchioles.
Bronchioles end in tiny air sacs called alveoli, where the exchange of oxygen and carbon dioxide actually
takes place. Each lung houses about 300-400 million alveoli.
h. The lungs also contain elastic tissues that allow them to inflate and deflate without losing shape and are
encased by a thin lining called the pleura.
i. This network of alveoli, bronchioles, and bronchi is known as the bronchial tree.
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j. The chest cavity, or thorax, is the airtight box that houses the bronchial tree, lungs, heart, and other
structures. The top and sides of the thorax are formed by the ribs and attached muscles, and the bottom is
formed by a large muscle called the diaphragm. The chest walls form a protective cage around the lungs and
other contents of the chest cavity.
k. Separating the chest from the abdomen, the diaphragm plays a lead role in breathing. It moves downward
when we breathe in, enlarging the chest cavity and pulling air in through the nose or mouth. When we
breathe out, the diaphragm moves upward, forcing the chest cavity to get smaller and pushing the gases in
the lungs up and out of the nose and mouth.
l. The air we breathe is made up of several gases. Oxygen is the most important for keeping us alive because
body cells need it for energy and growth. Without oxygen, the body's cells would die.
m. Carbon dioxide is the waste gas produced when carbon is combined with oxygen as part of the energymaking processes of the body. The lungs and respiratory system allow oxygen in the air to be taken into the
body, while also enabling the body to get rid of carbon dioxide in the air breathed out.
n. Respiration is the set of events that results in the exchange of oxygen from the environment and carbon
dioxide from the body's cells. The process of taking air into the lungs is inspiration, or inhalation, and the
process of breathing it out is expiration, or exhalation.
o. Air is inhaled through the mouth or through the nose. Cilia lining the nose and other parts of the upper
respiratory tract move back and forth, pushing foreign matter that comes in with air (like dust) either toward
the nostrils to be expelled or toward the pharynx. The pharynx passes the foreign matter along to the
stomach to eventually be eliminated by the body. As air is inhaled, the mucous membranes of the nose and
mouth warm and humidify the air before it enters the lungs.
p. When you breathe in, the diaphragm moves downward toward the abdomen, and the rib muscles pull the
ribs upward and outward. In this way, the volume of the chest cavity is increased. Air pressure in the chest
cavity and lungs is reduced, and because gas flows from high pressure to low, air from the environment
flows through the nose or mouth into the lungs.
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q. In exhalation, the diaphragm moves upward and the chest wall muscles relax, causing the chest cavity to
contract. Air pressure in the lungs rises, so air flows from the lungs and up and out of respiratory system
through the nose or mouth.
r. Every few seconds, with each inhalation, air fills a large portion of the millions of alveoli. In a process
called diffusion, oxygen moves from the alveoli to the blood through the capillaries (tiny blood vessels)
lining the alveolar walls. Once in the bloodstream, oxygen gets picked up by the hemoglobin in red blood
cells. This oxygen-rich blood then flows back to the heart, which pumps it through the arteries to oxygenhungry tissues throughout the body. Circulatory system will be discussed tomorrow
4.
Discuss respiratory tract diseases you can get

a. Asthma
b. Emphysema
5.
Formative assessment for the respiratory system will be done with students using their ipads to do the
respiratory system lab on the Heart and Lungs Lab app. This app lets the students experiment with the structure
and function of the respiratory system. They will see how air moves in and out of the lungs, learn about gas
exchange in the pulmonary alveoli and find out what cells do with the air we breathe.
6.
Summative assessment will be a quiz which has numbered parts on the respiratory system and students will be
expected to fill the correct number into the appropriate space in the paragraph description of the respiratory
system function.
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G. Closure/Ending
Ask students to list 5 things that will keep their respiratory tracts healthy for them. Discuss with class.
III.
REFLECTION
Students will need to have mastered their listening skills, their talking in turn skills and their public speaking skills to
successfully complete this lesson. Students may have difficulty with some of the functions of the respiratory tract but we
will review them briefly daily during the next lesson to reinforce them. Students are being exposed to new vocabulary here
which may take some time to master. They will need to learn how to properly pronounce the organs involved in the
respiratory system and the diseases that can affect the organs of this system.
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Circulatory System
Lesson Plan
I.
LESSON DATA
A. Tamara Hamilton
B. Science
E. Lesson Topic The Circulatory System
G. Materials video from YouTube outlining the red blood cells journey through the circulatory system.
https://www.youtube.com/watch?v=-s5iCoCaofc, projector, screen, sidewalk chalk, hat, paper, diagram of human body &
circulatory system, pens, and quiz
II.
A. Standards
New York State
80

Grade: 5
1.2
1.2a
,
1.2b
waste removal.
Ontario
Grade: 5
81

2.4

B.
3.1
3.2
gas exhanges)
3.4
Identify common diseases and the organs and/or body systems that they affect (e.g., epilepsy affects
the brain [central nervous system]; appendicitis affects the appendix [digestive system]; asthma and
Central Focus
The central focus is teaching students how the circulatory system functions within the human body and what role each
organ plays in that system. The lesson will also provide students with background on blood or circulatory system
diseases and their implications on the circulatory system and the body as a whole.
C.
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Objectives
D.
1.
Be able to explain how the circulatory system functions in the human body and identify the organs which play a
role in this system;
2.
Be able to identify diseases that affect the blood/circulatory system and the implications of same.
Assessment Plan
Formative assessment for the circulatory system will be to divide students up into groups and to move them to a large
area (basketball court outside). A huge chalk drawing of the human body will be done by students. Then, the students
will be given an organ role picked from a hat. The remaining students will be the blood (in a train like formation) and
will make their way through the body as blood does in the circulatory system. This interactive game will help students
understand the function of blood in the body.
Summative assessment for this lesson will be a multiple choice quiz.
E.
Opening/Anticipatory Set
This lesson will start with a video from YouTube outlining the red blood cells journey through the circulatory system.
https://www.youtube.com/watch?v=-s5iCoCaofc to interest and engage the students.
F.
Main Body/Procedure
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2. Bring up diagram of human body and circulatory system while you explain the system to students, asking questions
along the way that the video should have provided answers to.
a. Circulatory system involves the heart, blood and blood vessels
b. Its a bit like a mailman, delivers the things you need and takes away the things you dont need
c. Your heart pumps blood through blood vessels to all parts of your body delivering oxygen and nutrients
d. On the way back to your heart your blood picks up waste
e. The oxygen in the blood comes from the respiratory system this is how they are connected
f. Your heart is sort of like a pump, or two pumps in one. The right side of your heart receives blood from the
body and pumps it to the lungs. The left side of the heart does the exact opposite: It receives blood from the
lungs and pumps it out to the body.
g. Oxygen-poor blood enters the right atrium through a major vein called the vena cava. The blood passes
through the tricuspid valve into the right ventricle. Next, the blood is pumped through the pulmonary
artery to the lungs for gas exchange.
h. Oxygen-rich blood returns to the left atrium via the pulmonary vein. The oxygen-rich blood flows through
the bicuspid (mitral) valve into the left ventricle, from which it is pumped through a major artery, the
aorta.
i. Blood is the medium of transport in the body. The fluid portion of the blood, the plasma, is a straw-colored
liquid composed primarily of water. All the important nutrients, the hormones, and the clotting proteins, as
well as the waste products, are transported in the plasma. Red blood cells and white blood cells are also
suspended in the plasma. Plasma from which the clotting proteins have been removed is called serum.
j. Hemoglobin is a red-pigmented protein that binds loosely to oxygen atoms and carbon dioxide molecules. It
is the mechanism of transport of these substances. (Much carbon dioxide is also transported as bicarbonate
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ions.) Hemoglobin also binds to carbon monoxide. Unfortunately, this binding is irreversible, so it often
leads to carbon monoxide poisoning.
k. A red blood cell circulates for about 120 days and is then destroyed in the spleen, an organ located near the
stomach and composed primarily of lymph node tissue. When the red blood cell is destroyed, its iron
component is preserved for reuse in the liver. The remainder of the hemoglobin converts to bilirubin. This
amber substance is the chief pigment in human bile, which is produced in the liver.
3. Discuss blood/circulatory system diseases you can get

a. Leukemia
b. Iron deficiency anemia
4. Formative assessment for the circulatory system will be to divide students up into groups and to move them to a
large area (basketball court outside). A huge chalk drawing of the human body will be done by students. Then, the
students will be given an organ role picked from a hat. The remaining students will be the blood (in a train like
formation) and will make their way through the body as blood does in the circulatory system. This interactive game
will help students understand the function of blood in the body.
5. Summative assessment for this lesson will be a multiple choice quiz.
G.
Closure/Ending
Discussion with the class regarding the connection between the respiratory and circulatory systems
III.
REFLECTION
85
successfully complete this lesson. Students may have difficulty with some of the functions of the circulatory system but
we will review them briefly daily during the next lesson to reinforce them. Students are being exposed to new vocabulary
here which may take some time to master. They will need to learn how to properly pronounce the organs involved in the
circulatory system and the diseases that can affect the organs of this system.
86
Musculoskeletal System
Lesson Plan
I.
LESSON DATA
A. Tamara Hamilton
B. Science
E. Lesson Topic The Musculoskeletal System
G. Materials a rap video from YouTube which outlines the major muscles in the body and the need for regular exercise
to maintain muscle health. https://www.youtube.com/watch?v=s-uXNgpcakU, projector, screen , paper, diagram of
musculoskeletal system, pens, ipad, differently shaped pasta noodles, glue and quiz
II.
A. Standards
New York State
87

Grade: 5
1.2
1.2a
interact with each other, e.g., digestion, gas exchange, excretion, circulation, locomotion, ,
1.2b
waste removal.
Ontario
Grade: 5
88

2.4

3.1
3.2
gas exhanges)
3.4
B. Central Focus
The central focus is teaching students how the musculoskeletal system functions within the human body and what role
each organ plays in that system. The lesson will also provide students with background on musculoskeletal system
diseases and their implications on the body as a whole.
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C. Objectives
1.
Be able to explain how the musculoskeletal system functions in the human body and identify the
organs/muscles/bones which play a role in this system;
2.
Be able to identify diseases that affect the musculoskeletal system and the implications of same.
D. Assessment Plan
Formative assessment for this lesson will involve the use of the students ipads and the app D. Bones which can be
purchased from itunes for $2.29. The students knowledge of the skeletal system will be tested as they practice placing
the bones in the correct location on the skeleton. The students will also be able to view the information section of this
app which provides basic descriptions of the bones.
Summative assessment for this lesson will be a quiz on both the skeletal and muscle systems. It will be a mixture of
short answer, fill in the blank and multiple choice to get students used to different question types.
This lesson on the musculoskeletal system will start off with a rap video from YouTube which outlines the major
muscles in the body and the need for regular exercise to maintain muscle health. https://www.youtube.com/watch?v=suXNgpcakU. This will be used to capture the students interests in learning about the musculoskeletal system.
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2. Bring up diagram of musculoskeletal system while you explain the system to the students
a. Adult human skeleton has 206 bones
b. The skeleton is the bodys support system that provides humans with the frame of their body
c. See bones diagram below to share with class
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d. Attached to the bones of the skeleton the muscles are responsible for movement
e. Use pasta you brought to make your own skeleton (laying down on black Bristol board.
f. Use classroom skeleton and diagram of muscles to discuss with class.
g. Discuss diseases such as arthritis, degenerative disc disease
h. Formative assessment for this lesson will involve the use of the students ipads and the app D. Bones which
can be purchased from itunes for $2.29. The students knowledge of the skeletal system will be tested as
they practice placing the bones in the correct location on the skeleton. The students will also be able to
view the information section of this app which provides basic descriptions of the bones.
i. Summative assessment for this lesson will be a quiz on both the skeletal and muscle systems. It will be a
mixture of short answer, fill in the blank and multiple choice to get students used to different question types.
under direct adult supervision. He works well with an ipad and very little attention.
G. Closure/Ending
Discussion with the class regarding the importance of the musculoskeletal system.
III.
REFLECTION
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successfully complete this lesson. Students may have difficulty with some of the functions of the musculoskeletal system
but we will review them briefly during the next lesson to reinforce them. Students are being exposed to new vocabulary
here which may take some time to master. They will need to learn how to properly pronounce the main muscles and bones
involved in the musculoskeletal system.
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Artifact #2 Literacy Test/Assessment

Overview
The second artifact I have included is a literacy test I created with respect to the attached
article Second Most Intelligent Mammal by the Centre for Applied Research in Education
(2000). It was for a Grade 6 class and was designed utilizing Blooms Taxonomy. Questions on
this assessment reflect the progression of thinking and responding from the literal level to the
evaluative. There are questions which require specific recall which test knowledge, questions
testing comprehension, questions that require students to convert abstract content to concrete
situations, analysis questions comparing content to personal experiences and a synthesis and
evaluation question which requires students to organize their thoughts, ideas and content
information while evaluating content. This assessment is an example of my understanding of
Blooms Taxonomy and my ability to apply it within my classroom for the benefit of my
students. This ensures that all students are challenged with this assessment. Some of the lower
performing students will find the knowledge and comprehension questions challenging but for
the more advanced students in the class, the synthesis and evaluation questions will be the only
challenge. This test therefore can be used to assess student learning at multiple levels of
intelligence.
INTASC Standards
This artifact shows, that I am knowledgeable with respect to learner development as per
Standard #1 of the INTASC standards. I understand how learners grow and develop and
recognize that patterns of learning and development vary individually so I am able to design
assessments that are developmentally appropriate and challenging for a variety of learners. I
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acknowledge learning differences as per Standard #2 and with this assessment create an inclusive
learning environment that enables all learners to improve and meet higher standards. Standard
#3 is also met here as students who are able to do well on the assessment will then be selfmotivated to engage in further learning. Everyone likes to do well on a test because it makes
them feel proud and smart! Standard #4 applies here as well with the assessment structured to
reflect mastery of content which will give the teacher the opportunity to self-reflect on their
teaching based on student success on the assessment. This will enable the teacher to re-teach
portions of this lesson if there are holes found. For example if every student gets one of the
questions wrong there is clearly some misunderstanding with regards to the content and it needs
to be re-taught. Students are required to engage in critical thinking as per standard #5,
application of content, as some of the questions on the assessment are at the analysis, synthesis
and evaluative levels.
Principles 1 and 2 of the New York State Code of Ethics for Educators are applicable
with respect to this assessment. In preparing an assessment with questions that progress from the
literal to evaluative level of Blooms Taxonomy, I am nurturing the intellect of each learner and
am creating and maintaining a challenging learning environment for all students.
New York State P-12 Learning Standards for English Language Arts & Literacy
Standard Strand: Reading Standard
Grade: 6
Topic: Key Ideas and Details
Item Number and Statement: 1 and 3
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1. Cite textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
3. Analyze in detail how a key individual, event or idea is introduced, illustrated,
and elaborated in a text.
Standard Strand: Writing Standards
Topic: Text Types and Purposes
Item Number and Statement: 1 and 2
1. Write arguments to support claims with clear reasons and relevant evidence.
a.
Introduce claims and organize the reasons and evidence clearly.
b.
Support claims with clear reasons and relevant evidence, using
credible sources and demonstrating an
understanding of the topic or text.
c.
Use words, phrases and clauses to clarify relationships among
claims and reasons.
d.
Establish and maintain a formal style.
e.
Provide a concluding statement or section that follows from the
argument presented.
This assessment artifact clearly provides an opportunity for students to improve their
reading skills, analyze the article and to evaluate the meaning within as per the above-noted
standards.

English Language Arts
Standard 1 Language for Information and Understanding
Students will listen, speak, read, and write for information and understanding. As listeners and
readers, students will collect data, facts, and ideas; discover relationships, concepts, and
generalizations; and use knowledge generated from oral, written, and electronically produced
texts. As speakers and writers, they will use oral and written language that follows the accepted
conventions of the English language to acquire, interpret, apply, and transmit information.
97
On this assessment students are required to interpret, analyze and transmit information to
answer the questions. Students will need to absorb and retain information from the reading in
order to properly answer the questions provided on the assessment and they will need to use
written language that follows the accepted conventions of the English Language to make their
answers clear and concise.
Standard 3 Language for Critical Analysis and Evaluation
Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and
readers, students will analyze experiences, ideas, information, and issues presented by others
using a variety of established criteria. As speakers and writers, they will use oral and written
language that follows the accepted conventions of the English language to present, from a variety
of perspectives, their opinions and judgments on experiences, ideas, information and issues.
Students are reading for critical analysis and evaluation due to the type of questions
placed on this assessment. Students are required to form and provide their opinions on the article
and topics surrounding it.
TEAC Claims
TEAC claims 1 and 2 apply to this artifact. The contents of the assessment and the use of
Blooms Taxonomy to prepare appropriate multi-leveled questions are evidence of my
knowledge of the subject matter. I have prepared an assessment which meets the needs of
diverse learners by creating questions at multiple intelligence levels.
98
Standard number 4 of the Standards for Students applies to this artifact. Students are
required to use critical thinking skills to solve problems or to answer the questions on the
assessment.
Standard number 2 of the Standards for Teachers applies to this artifact. Students are
provided with an assessment aligned with content standards and use the retained information to
answer the questions on the assessment.
CEC Standards
Special Education Standards for professional practice numbers 1.3, and 1.6 apply to this
artifact. This assessment is one of many periodic assessments used to measure learning progress
for all students including those with exceptionalities and to individualize or alter instruction in
response to assessment results which show student need. This assessment accurately measures
what is meant to be measured, reading comprehension and analysis, and questions are geared to
different learning levels so that all students are capable of answering some of the questions on
their own without assistance.

Ministry of Education The Ontario Curriculum Grades 1-8 Language
Standard Strand: Reading
Grade: 6
Topic: Reading for Meaning
Comprehension Strategies
1.3
Identify a variety of reading comprehension strategies and use them appropriately

before, during, and after reading to understand increasingly complex texts.
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Demonstrating Understanding
1.4
Demonstrate understanding of increasingly complex texts by summarizing and

explaining important ideas and citing relevant supporting details
These are the Ontario standards that apply to this assessment. The assessment is
designed to test for comprehension including level of comprehension all the way from the literal
level to the evaluative level. Students are expected to demonstrate their understanding of the
reading by answering the questions provided which test for understanding of content and ability
to analyze and evaluate the content of the reading. The last question on the assessment
challenges the students by requiring them to analyze the article and provide an opinion on a
closely related issue. They are therefore required to relate the articles contents to a life issue.
The standards of Care and Respect are evident in this artifact with the assessment
working to develop students potential and containing questions that foster their cognitive
development.
Artifact
Reading
100
101
102
Assessment
Name: ________________________________
Date: _________________
Read the excerpt from the Second Most Intelligent Mammal by the Centre for Applied Research
in Education. Answer the questions provided and fill out the self-evaluation on the back page.
QUESTIONS
1. The adult chimpanzees weight ranges from:

a.
b.
c.
d.
90 to 170 lbs.
80 to 160 lbs.
50 to 120 lbs.
75 to 130 lbs.
2. The chimpanzees hands and feet are much like humans, except their big toes turn out to
help them:
a.
b.
c.
d.
Grasp food to feed themselves

Grasp limbs to help them climb better
Pick dirt, bugs and burrs out of each others hair when grooming
Hold their babies
3. Chimps are the only mammals other than humans who can recognize themselves and
make faces in the mirror
True
False
4. Chimps gesture with their hands and feet and greet each other by embracing and
touching
True
False
5. How is the Chimpanzee like you (humans)?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________
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6. How would you feel if your family wanted to groom you for an hour a day as a social
activity?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________
7. Create a flow chart outlining the similarities and differences between humans and
chimpanzees in their order of importance to bodily function.
8. Humans and Chimpanzees have a lot of similar traits. Do you agree with the use of
Chimpanzees for medical experiments as a result of their close relation to humans?
Provide 4 reasons why you are for or against medical testing on chimpanzees. Please
write this short answer in paragraph form, no point form answers. More paper will be
provided if you require additional space.
STUDENT SELF-ASSESSMENT
1. I am proud of the writing skills I displayed in my answer of question # 8.
2. I used proper grammar including punctuation.
3. I started my sentences with capital letters.
4. I started a new paragraph for every new idea.
5. I indented each new paragraph.
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Artifact #3 Math Lesson Plan

Overview
The third artifact I have included is my math lesson plan on measurement and data. This
shows my knowledge of the math curriculum and my ability to interpret and apply the math
standards at the Kindergarten level. Some of this lesson is play based, a method of learning
supported by John Dewey who suggested that children learn best by both physical and
intellectual activity. He believed that children needed to take an active role in play, a form of
experiential learning (Mebratu, 2014). This lesson provides both play based learning and
intellectual learning with respect to measurement. This lesson illustrates a different method of
instruction when compared with the science lesson found previously in this portfolio. Some of
the assessment is play based as well due to the age of the children. Culturally responsive
instruction is evident as the lesson is structured to the maturity level of the students. Student
engagement is maintained through use of props (decorated mini garbage cans) and toys (lego)
and there is a video to play for the anticipatory set to capture the students interest.
INTASC Standards
This artifact complies with and incorporates Standards #1 Learner Development, #3
Learning Environments, #4 Content Knowledge, #5 Application of Content, #6
Assessment, #7 Planning for Instruction, and Standard #8 Instructional Strategies. This
lesson plan shows that the teacher recognizes that kindergarten aged students require play-based
learning to maintain their interest and short attention spans so that they can learn and develop at
their own pace. An individual and collaborative learning environment is evident through
individual activities such as carrot measuring and through group activities such as lego tower
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building. Mastery of content is evident through the inventive ways the material is being taught.
The concept of measurement is being taught in multiple manners to engage learners and create
an interesting, informative lesson that will encourage critical thinking. Multiple methods of
assessment are used to monitor progress and encourage growth and to provide the teacher with
an understanding of her students grasp of the concept of measurement. Some of the assessments
such as the lego tower build are silent assessments which will be done without the students even
realizing they are being tested. Planning is evident in this lesson plan with a knowledge of the
curriculum and the intellectual capabilities of the students evident.
Principles 1 and 2 apply here with the teacher nurturing student potential on an
intellectual and physical basis. Lego tower building will nurture the physical potential and the
activity in which the students measure the carrots caters more to the nurturing of the intellectual
potential of each student. The teacher creates and maintains and engaging and challenging
learning environment for the students.
New York State P-12 Common Core Learning Standards for Mathematics
Domain: Measurement and Data K.MD
Grade: Kindergarten
Cluster Heading:
Describe and compare measurable attributes.
Standard Numbers and Statements:

1.
Describe measurable attributes of objects, such as length or weight. Describe

several measurable attributes of a single object.
2.
Directly compare two objects with a measurable attribute in common, to see

which object has more of/less of the attribute, and describe the difference
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Standard #3 Mathematics
Students will understand the concepts of and become proficient with the skills of mathematics;
communicate and reason mathematically; become problem solvers by using appropriate tools
and strategies; through the integrated study of number sense and operations, algebra, geometry,
measurement, and statistics and probability.
The Kindergarten students in this case are learning the concept of measurement and that
different items can be used to measure objects. They are to learn that measurements made by the
same item can be compared but that those measured by different objects cannot.
TEAC Claims
TEAC claims number 1, 2 and 3 apply to this artifact. The lesson plan shows that I am
knowledgeable in the subject matter through my ability to adapt the lesson and make it
interesting and understandable for such young students. The use of props and the preparation
required to create them shows that I am a caring educator who wants the best for her students.
The lesson plan is evidence of best teaching practices and shows that I have the ability and skills
to create effective plans for teaching. Formative and summative assessment techniques found in
this lesson plan shows multiple assessment strategies, one of the marks of an effective teacher.

Standard number 1, Creativity and Innovation, of the Standards for Students applies to
this artifact with students applying existing knowledge of objects to the concept of measurement
in order to compare objects attributes.
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Standard number 2a of the Standards for Teachers applies to this artifact with the lesson
designed to promote student learning through the use of digital tools which in this case is a video
to engage students and make them interested to learn.

Ministry of Education The Full Day Early Learning Kindergarten Program
Standard Strand: Mathematics
Grade: Kindergarten
Topic: Measurement
M2.
Measure and compare length, mass, capacity, area and temperature of
objects/materials and the
passing of time, using non-standard and standard units, through free
exploration, focussed exploration and guided activity
2.1
Compare and order two or more objects according to an

appropriate measure (e.g. length, mass, area, temperature,
capacity) and use measurement terms (e.g. longer/shorter or
thicker/thinner for length)
This artifact clearly follows this curriculum standard with students learning to measure
and compare height, length, and mass of objects using standard and non-standard units through
free exploration such as Lego building construction for measurement evaluation and through
guided activities such as the carrot measurements and the caterpillar posting game.
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The standards of Care and Respect are evident in this artifact with the teachers
commitment to students well-being and learning evident through the detailed lesson planning and
students cognitive abilities being challenged by the lesson contents.
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Measurement and Data

Lesson Plan
I.
LESSON DATA
a. Tamara Hamilton
b. Math
c. Grade Level Kindergarten
d. Unit Topic Measurement and Data
e. Lesson Topic Measurement
f. Duration of Lesson 20 minutes
g. Materials - Youtube video, toys, carrot worksheets, order worksheets, cut out worms, rulers, tape, cut out pictures to
measure, lego for homework at home kids will require a pencil, crayons and glue
II. INSTRUCTIONAL PROCESS

A. Standards
New York State
New York State P-12 Common Core Learning Standards for Mathematics
Domain: Measurement and Data K.MD
Grade: Kindergarten
Cluster Heading:
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Describe and compare measurable attributes.
Standard Numbers and Statements:

3. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes
of a single object.
4. Directly compare two objects with a measurable attribute in common, to see which object has more
of/less of the attribute, and describe the difference
Ontario
Ministry of Education The Full Day Early Learning Kindergarten Program
Standard Strand: Mathematics
Grade: Kindergarten
Topic: Measurement
M2.
Measure and compare length, mass, capacity, area and temperature of objects/materials and the passing of
time, using non-standard and standard units, through free exploration, focussed exploration and guided activity
2.1
B.
Compare and order two or more objects according to an appropriate measure (e.g. length, mass, area,
temperature, capacity) and use measurement terms (e.g. longer/shorter or thicker/thinner for length)
Central Focus
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The central focus is teaching students the concepts of length and width as well as standard and non-standard
measurement.
C. Objectives
o Be able to identify different types of standard and non-standard measurement options;
o Be able to understand the difference between length, width and height;
o Be able to use a ruler to measure an object
o Be able to understand and explain whether two measurable objects are of similar or different length
o Be able to compare objects and put them in order according to an attribute such as height or length
D.
Assessment Plan
Formative Assessment will include the carrot worksheet where the students are asked to measure the three different
length carrots with a ruler to tell us which one is longer. Students will also be asked to build their own lego tower
following which they will be asked to compare all the lego towers to identify which one is taller, which one is wider
and which one is sturdier.
Summative assessment for this unit will be using the pictures the students are provided with. They will be asked to
measure the pictures with a ruler and with candies to see the different units of measurement and to practice measuring
things. They will then be asked to take their thought processes a little bit farther for their favorite picture as they bring
it to the front of the classroom and place it in the appropriate Ms. Garbage based on whether it is a height or width
measurement and based on whether it is below or above 10 cm in length. This will give me an understanding of who is
or isnt grasping the concept of measurement. The remainder of the pictures will be measured at home for homework
and will be placed in the appropriate Ms. Garbage tomorrow at the beginning of the math session one on one as
students are working on a new worksheet. This will allow me to figure out whether my students are understanding
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measurement. Students will also be given a worksheet with different sized objects on it that they will take home, colour
and place the objects in order from tallest to smallest.
This lesson on the measurement will start off with a YouTube cartoon video on measurement.
https://www.youtube.com/watch?v=wCkv_aoC7M8. This video will be a fun introduction to measurement to grab the
students attention.
1. Sit in a semi-circle formation in the carpeted area;
3. Use toys in white bag on desk to ask the class:
a.
b.
c.
d.
Which toy is taller?

Which toy is longer?
Which toy is heavier?
Have a short discussion about height, weight and length
4. Using the worm pictures (green worm), have students volunteer to put the longest to smallest worms on the board
5. Class discussion about what a ruler is and show them the ruler
6. Discuss other objects that can be used as non-standard measurement tools
7. Discuss length, width and height using the kids as examples
8. Hand out carrot worksheet and have students measure the different length carrots with a ruler.
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9. Build Lego towers have the kids build their own Lego tower, then compare heights, widths and stability of
towers, use rulers to measure them if necessary
10. Hand out pictures in folders with names. Tell students to pick their favorite picture and measure it, then to place it
in the appropriate decorated garbage can (on table, decorated as females). The cans are marked, two for width
measurements (one for measurements greater than 10 cm and one for measurements less than 10 cm) and two for
height measurements (one for measurements greater than 10 cm and one for measurements less than 10 cm). The
rest of the pictures are to be measured at home for homework and will be deposited in the correct garbage can
tomorrow with me present to evaluate their grasp of the concept.
11. Additional homework the worksheet with the flowers, giraffe and clown Students are to colour them and cut
them out and place them in height order from tallest to shortest along the row. This will be handed in tomorrow.
G. Closure/Ending
As you are reviewing homework assignments quickly review why measurement is important to learn and the difference
between height, width and length.
III. REFLECTION
All students need to learn measurement regardless of race or culture. Math is universal in that unlike language everyone
learns the same concepts worldwide. This lesson is culturally responsive in that everyone is using the same manipulatives
to learn regardless of gender. The girls are building the towers with the lego and the boys are using the garbage cans
decorated as females.
Students with IEPs and Johnny who is learning disabled are not expected to grasp the concepts as quickly and therefore
will need extra guidance with the work assigned. One on one discussion may help these students understand the concepts
and these students may need fewer worksheets and modified worksheets to accommodate them.
Students will need to have mastered their listening skills, their talking in turn skills and have good hand/eye coordination to
successfully complete this lesson. Students may have difficulty with the actual process of measuring the items but with
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assistance should be able to succeed. Students are being exposed to new concepts here which may take some time to
master. They will need to learn how to communicate in turn and will also need to learn to ask for help if it is required.
There is no special language required for this lesson although terms such as measurement, centimeters etc. may be new to
the students and may take some time for them to understand.
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Artifact #4 Scenic Caves Nature Adventures Field Trip Report

Overview
The fourth artifact Ive included is my Scenic Caves Field Trip Report which promotes
learning outside the classroom environment. This is a culturally responsive field trip that was
designed not only around the curriculum but also to foster teamwork in the hopes that it will
decrease the bullying issues that have arisen within the classroom. Students are placed into
groups by the teacher so that they are mixed in abnormal ways, in other words, the popular group
has been split and merged with the rest of the class. By creating these groups I hope to give the
children a chance to get to know one another without the peer pressure from their friends to
outcast those who are different. Bullying affects victims for life so we have to find a way to curb
it early on in schools so that it doesnt follow victims throughout their educational years. As Dr.
William Copeland (2014) says, victims 20 years later are suffering from increased anxiety
disorders, and are 5 times as likely to suffer from depression. Even the bullies themselves are
found to have behavioral problems still 20 years later (Copeland, 2014). It is important to curb
this activity early on in order to prevent future damage to victims and to prevent the bullies from
carrying on the behavior into the workforce. This is just one small step towards repairing the
problem but it is hoped that with interaction between students they will come to realize that
although they are all different in many ways, they are all human and deserve to be treated with
dignity and respect. This artifact shows the reader that I will always consider cultural inclusion
as an important part of learning in my classroom. Students must learn acceptance of differences
at an early age in order to prevent problems in the future.
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INTASC Standards
This artifact connects with INTASC Standards #1 Learner Development, #2 Learning
Differences, #3 Learning Environments, #4 Content Knowledge, #5 Application of
Content, #7 Planning for Instruction, #8 Instructional Strategies, and # 10 Leadership and
Collaboration. The field trip is a developmentally appropriate and challenging learning
experience designed to assist learners growth and development both intellectually and socially.
The groups were hand-picked to incorporate the diverse cultures found in the classroom so that
the children arent isolated into cultural groups. This is to ensure an inclusive learning
environment for all students and to give students who dont normally interact with one another
the chance to get to know one another in the hopes that new friendships can be formed or at the
very least tolerance for peoples differences can be garnered. This trip encourages collaborative
learning and encourages positive social interaction while students are engaged in active learning.
The learning experience incorporates curriculum content in a meaningful way to assure mastery
of content. Learners are engaged in critical thinking and collaborative problem solving as they
search for objects/artifacts via map during the scenic caves adventure. Instructional planning is
evident through the map and artifact search that were planned to incorporate curriculum content
into the field trip in an interesting and engaging manner. The field trip itself is an instructional
strategy that encourages learners to develop a deeper understanding on content areas in
meaningful ways. Pre-trip the teacher collaborates with parent volunteers to ensure there are
enough adults to assist with the scenic caves adventure to ensure learner growth and to maintain
student safety.
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Principles 1, 2 and 5 apply to this artifact with the teacher nurturing students intellect
with curriculum content, their physical and emotional well-being with exercise from walking
around the caves and with forced groups so students learn to work with people different from
themselves. The cave adventure is a challenging learning environment because of the physical
activity that is involved with this type of learning. Parent teacher collaboration is required for
this trip to ensure it runs smoothly and safely. Without parent volunteers the trip would not be
possible.
Standard #1
New York State Elementary Science Core Curriculum Grades K-4
Key Idea 3: Matter is made up of particles whose properties determine the observable
characteristics of matter and its reactivity
Performance Indicator 3.1
Observe and describe properties of materials, using appropriate tools.
3.1b Matter has properties (color, hardness, odor, sound, taste etc.) that can be observed
through the senses.
3.1c
Objects have properties that can be observed, described, and/or measured: length, width,
volume, size, shape, mass or weight, temperature, texture, flexibility, reflectiveness of
light
3.1f
Objects and/or materials can be sorted or classified according to their properties.
Comments
One of the trip activities is to sift through sediment using panning trays which will bring
this standard into play.
Standard #2
Key Idea #5: Organisms maintain a dynamic equilibrium that sustains life.
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Performance Indicator #5.2

Describe some survival behaviours of common living specimens.
5.2a
Plants respond to changes in their environment. For example, the leaves o some green
plants change position as the direction of light changes; the parts of some plants undergo
seasonal changes that enable the plant to grow; seeds germinate, and leaves form and
grow
5.2b
Animals respond to change in their environment, (e.g., perspiration, heart rate, breathing
rate, eye blinking, shivering, and salivating)
Comments
The native plants in the area will be viewed during the field trip. Adaptation of plants
will be discussed and what industry might do to them.
Standard #3
Key Idea #6: Plants and animals depend on each other and their physical environment
Describe how plants and animals, including humans, depend upon each other and the nonliving
environment.
6.1f
When the environment changes, some plants and animals survive and reproduce, and
others die or move to new locations.
Comments
At the completion of the field trip students are going to be asked to write about one of
two things. The first choice is a short story on how the development of even one industry along
the escarpment could threaten the entire forest community and the ways on which humans are
dependent on forests such as this. The second option will be to write about the importance of
being able to adapt to a new environment and they will be asked to provide examples of species
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that have and have not successfully adapted to our environment today. This ties into the
curriculum here.
Standard #4
Key Idea #7: Human decisions and activities have had a profound impact on the physical and
living environments.
Identify ways in which humans have changed their environment and the effects of those changes.
7.1c
Humans, as individuals or communities, change environments in ways that can be either

helpful or harmful for themselves and other organisms.
Comments
As mentioned above the homework assignment relates to human decisions and activities
and their profound effects on the environment.
Standard #5
Key Idea #2: Many of the phenomena that we observe on Earth involve interactions among
components of air, water and land.
Performance Indicator: 2.1
Describe the relationship among air, water and land on Earth.
2.1d
Erosion and deposition result from the interaction among air, water and land.
o Interaction between air and water breaks down earth materials
o Pieces of earth material may be moved by air, water, wind and gravity.
o Pieces of earth material will settle or deposit on land or in the water in different
places.
o Soil is composed of broken-down pieces of living and nonliving earth material.
Comments
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The trip around the scenic caves park will show evidence of erosion and deposition that
have occurred in the area over time.
Standard #6
Intermediate Level Science Core Curriculum Grades 5-8
Key Idea 2: Many of the phenomena that we observe on Earth involve interactions among
components of air, water and land.
Explain how the atmosphere (air), hydrosphere (water), and lithosphere (land) interact, evolve
and change.
2.1c The rock at the Earths surface forms a nearly continuous shell around Earth called the
lithosphere.
2.1e
Rocks are composed of minerals. Only a few rock-forming minerals make up most of the
rocks of the Earth. Minerals are identified on the basis of physical properties such as
streak, hardness, and reaction to acid.
2.1g
The dynamic processes that wear away Earths surface include weathering and erosion.
Comments
The erosion will be evident throughout the scenic caves park and a discussion will entail
about the minerals contained in the rocks throughout the site. Minerals will be identified through
the panning activity using their physical properties for identification.
Standard #7
New York State Physical Education Learning Standards
Personal Health and Fitness Standard 1
Students will have the necessary knowledge and skills to establish and maintain physical fitness,
participate in physical activity, and maintain personal health.
Students will:
Participate in physical activities (games, sports, exercises) that provide conditioning for each
fitness area.
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Comments
The physical activity component of the trip will be the walking tour around the property
and the walk across the suspension footbridge.
Standard #8
New York State K-8 Social Studies Framework
Grade 4: New York State and Local History and Government
4.2
Native American Groups and the Environment
4.2a
Geographic factors often influenced locations of early settlements. People made use of
the resources and the lands around them to meet their basic needs of food, clothing,
shelter.
o
Students will examine the locations of early Native American groups in relation to
geographic features, noting how certain physical features are more likely to
support settlement and larger populations.
Students will investigate how Native Americans such as the Iroquois and the
Algonquian speaking peoples adapted to and modified their environment to meet
their needs and wants.
Comments
At the beginning of the trip the guides will explain the history of the people from the area
and the features that are or were present in the area that made it able to support the native groups.

Health, Physical Education and Family and Consumer Science
Standard 1: Personal Health and Fitness
Students will have the necessary knowledge and skills to establish and maintain physical fitness,
participate in physical activity, and maintain personal health.
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Standard 4: Science
Students will understand and apply scientific concepts, principles, and theories pertaining to the
physical setting and living environment and recognize the historical development of ideas in
science.
Social Studies
Standard 2: World History
Students will use a variety of intellectual skills to demonstrate
their understanding of major ideas, eras, themes, developments, and turning points in world
history and examine the broad sweep of history from a variety of perspectives.
Standard 3: Geography
Students will use a variety of intellectual skills to demonstrate their understanding of the
geography of the interdependent world in which we livelocal, national, and globalincluding
the distribution of people, places, and environments over the Earths surface.
Comments
Health, Science, History and Geography curriculum components are present in this
artifact. Students are to learn about the scenic caves environment, the history of its peoples, the
science of rocks and minerals and the impact of environmental change on the plant and animal
species who continue to live there.
TEAC Claims
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TEAC claims number 1, 2 and 3 apply to this artifact as the field trip incorporates
knowledge of subject matter and shows the teachers ability to relate curriculum content to
learning outside of the classroom. The trip is an attempt to meet the needs of diverse learners
and it is also an attempt to create new social interaction amongst students to decrease the social
grouping and the bullying that has occurred within the classroom. The amount of planning that
has gone into this trip is evidence of the caring nature of the teacher and her wish to have all her
students succeed.
CEC Standards
CEC Standards 1.4 and 1.5 are relevant for this artifact as a safe and culturally
responsive learning environment has been created in the hopes that it will stimulate learning for
all students and improve the social environment in the classroom.

Standard #1
Ministry of Education The Ontario Curriculum Grades 1-8 Health and Physical Education
Standard Strand: Fundamental Movement Skills
Grade: 4
Overall Expetations
Perform movement skills required to participate in lead-up games, gymnastics, dance and
outdoor pursuits, locomotion/travelling, manipulation and stability
Demonstrate the principles of movement in acquiring and then beginning to refine

movement skills.
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Specific Expectations
Students will:
Locomotion/Travelling Skills
Combine locomotion/travelling skills in repeatable sequences, incorporating a variety of

speeds and levels.
Comments
Locomotion will be accomplished by walking all day throughout the field trip. Walking
will be done at varying speeds and levels.
Standard #2
The Ontario Curriculum Grades 1-8 Science and Technology
Grade 4
Understanding Life Systems Habitats and Communities
Overall Expectations
1.
Analyze the effects of human activities on habitats and communities
2.
Investigate the interdependence of plants and animals within specific habitats and
communities
3.
Demonstrate an understanding of habitats and communities and the relationships among

the plants and animals that live in them.
1.
Relating Science and Technology to Society and the Environment
1.1
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Analyze the positive and negative impacts of human interactions with natural habitats and
communities.
Comments
Discussion will entail throughout the trip about plant and animal habitats found in this
location and the positive and negative effects of human interactions with these habitats. The
homework assignment will pertain to this as well with students writing about development of
industry and its potential effect on the community or species adaptation to new environments.
Standard #3
The Ontario Curriculum Grades 1-8 Science and Technology
Grade 4
Understanding Earth and Space Systems Rocks and Minerals
Overall Expectations
4.
Assess the social and environmental impacts of human uses o rocks and minerals
5.
Investigate, test, and compare the physical properties of rocks and minerals
6.
Demonstrate an understanding of the physical properties of rocks and mineral
2.
Developing Investigation and Communication Skills
2.2
use a variety of tests to identify the physical properties of minerals (e.g. hardness (scratch
test), colour (streak test), magnetism)
3.
Understanding Basic Concepts
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3.1
describe the difference between rocks and minerals and explain how these differences
determine how they are used
3.2
describe the properties that are used to identify minerals
Comments
Rocks and minerals will be examined throughout the trip on both the escarpment and
while panning. Physical properties will be used to identify minerals.

The standards of Care, Respect and Trust are evident in this artifact. Care was
shown in planning this field trip in a manner that would accommodate all students and hopefully
improve the emotional well-being of all students in the class. Respect is evident in the teachers
push for further cognitive development and learning amongst students as well as the concern
shown for their emotional well-being. Trust is placed in the hands of volunteers as they monitor
a group of students during the trip in order to keep them safe.
Artifact
Scenic Caves Nature Adventures Field Trip Report

Tamara Hamilton
Medaille College
ECI 535 Culturally Responsive Pedagogy
Dr. V. Batchelor
November 1, 2014
128
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Introduction
Field trips are an engaging way of teaching students that enhances their understanding of
the diverse world in which they live. Teaching outside of the classroom engages students in handson learning and increases information retention. Travel, regardless of whether its international or
regional, teaches an understanding of people, cultures and environments in our global or regional
communities. As a student myself, I have always found field trips to be captivating and a more
interesting way of learning the curriculum.
The Trip
My grade 4 class is going to be travelling to Blue Mountains, Ontario to participate in the
Scenic Caves Nature Adventures (See Appendix A for photographs of location). This trip
encompasses material from the physical education, science and social studies/history/geography
areas of the curriculum.
When we arrive the tour operator will be providing the class with a brief overview of the
history of the area. The class will be briefed on the Ordovician era when the sedimentary layers
of the earth in this area were turned to stone (Scenic Caves, 2014). They will learn that the sea
retreated in 250 million years B.C. revealing the escarpment which began its slow rise from the
earth at that time (Scenic Caves, 2014). They will be taught about the beliefs and customs of
the native people such as the Tionontati and Hurons who migrated northward to the region to make
it their home (Scenic Caves, 2014). They will learn about the tales and their relationship to the
area and its environment (Scenic Caves, 2014).
The class will then be guided through the caves, caverns and trails on foot where they will
identify, document and map evidence of glaciation. They will make guided observations about
the soil surrounding the scarp face at the Scenic caves (Scenic Caves, 2014) and will look for
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evidence of life in the soil today. Students will be placed in groups and will utilize maps to work
in teams to find fossils/artefacts and rock forms throughout the trail and caves. All items listed on
the map will have tags located adjacent to them for students to retrieve as evidence of having found
them. Ecosystems and habitats will be discussed on completion of the cave tour. Students will
then be given the opportunity to reconstruct a habitat of a creature who formerly lived in this area
but now is only found in fossil form here (Scenic Caves, 2014).
At this point we will be having lunch in the picnic area on the premises. The children will
eat the lunches provided by their parents or will purchase lunch from the Snack Bar if money was
provided instead of a packed lunch.
After lunch we will be moving on to explore the 420 ft. suspension footbridge to savour
the spectacular views of Georgian Bay and the surrounding countryside (Scenic Caves, 2014).
Students will then have the opportunity to participate in simulated Gemstone Mining. They will
use panning trays to sift through sediment and with the help of mineral ID cards, will identify
stones and minerals found in the sediment.
At this point the day will be coming to a close and we will proceed back to the buses for
the return trip home. The following day in class the highlights of the trip will be discussed and the
class will have the opportunity to give feedback on their experience. They will then be asked to
choose one of two topics to write about. The first choice is a short story on how the development
of even one industry along the escarpment could threaten the entire forest community and the ways
on which humans are dependent on forests such as this. The second option will be to write about
the importance of being able to adapt to a new environment and they will be asked to provide
examples of species that have and have not successfully adapted to our environment today. Once
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the papers are reviewed the two different topics will be discussed and I will choose two students
(one from each topic) to read their papers to the class.
Connections to the New York State Learning Standards
The field trip activities encompass or incorporate a variety of the New York State Learning
Standards and Common Core Standards. The entire trip is an active one with students constantly
on their feet walking and exploring. The trip therefore includes the physical activity component
of the Health and Physical education standard.
Science is incorporated as well with students understanding and applying scientific
concepts, principles and theories pertaining the physical and living environment found at this
location. They have the opportunity to discover and investigate fossils and artefacts found on the
site as well as view the natural vegetation found throughout as they walk the trails. They have the
opportunity to examine the rocks and minerals that are native to the site.
They are exposed to the social studies standards of world history and geography when they
are briefed on the history of the physical environment and cultural habits of its former inhabitants
(Learning Standards, 2014). This enables the students to garner a greater understanding of
world cultures and civilizations as is noted in the world history standard (Learning Standards,
2014). They are also given the opportunity to interpret and analyze documents and artifacts
(Learning Standards, 2014) through the hunt for fossils and the gemstone mining activities they
participate in. From the guides renditions during the cave visits students are able to explore the
culture of people who lived there during different periods in history (Learning Standards, 2014).
From a geographical perspective the students are able to investigate how people depend
on and modify the physical environment (Learning Standards, 2014) as well as describing the
physical characteristics found on this portion of the earths surface (Learning Standards, 2014).
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Students are required to demonstrate their command of the conventions of standard English
grammar and usage when speaking during the trip and writing the papers the day following the
trip which is one of the common core learning standards listed for this grade.
Connections to the Ontario Curriculum
The Ontario curriculum guidelines are very similar to the New York State standards for
this grade level. As is noted in the Ontario Science Curriculum (2007), the field trip focussed on
habitats, the natural communities that depend on them and the impacts that changes to habitats
can have on interrelationships among plants and animals within these communities (Science and
Technology, 2007, p. 84). Students were exposed to fossils in the area during the exploration of
the caves and were asked to reconstruct a habitat of a creature no longer found there. The papers
done the day following the trip also encompassed the science curriculum in dealing with the
environment, adaptation and human dependency. The students were exposed to scientific terms
and vocabulary on this trip which aids in expanding both verbal and written language skills
(Science and Technology, 2007).
The students were introduced to the science of Geology as they analyzed rocks and
minerals pulled from sediment native to the area (Science and Technology, 2007). By
examining the different types of rocks and minerals found in the earths crust, students will learn
that the unique characteristics and properties of rocks and minerals are a result of how they were
formed (Science and Technology, 2007, p. 93). They are again exposed to scientific language
through the use of descriptive terms such as hardness, colour, lustre and texture (Science and
Technology, 2007, p. 95). Students are now able to analyze and describe differences between
rocks and minerals (Science and Technology, 2007).
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The brief history provided at the beginning of the trip covers part of the social
studies/history/geography curriculum while offering students some information about Canadian
Heritage. The trip through the escarpment allows them to explore geographic and environmental
issues in the context of the regional community (Social Studies, 2004). It illustrates the impact
the environment had on daily life in early societies which is an important part of the Ontario
curriculum (Social Studies, 2004). In addition the trip touches on the delicate nature of the
relationship between humans and the environment (Social Studies, 2004). It allows the students
to personally identify with a physical region of Canada and the environment found within that they
might not have otherwise been exposed to as city dwellers (Social Studies, 2004). It enables
them to see the ways in which the city they live in is very different and distinct from the habitat
and environment found in the escarpment (Social Studies, 2004).
The trip also incorporates a portion of the Physical Education curriculum in that it is an
outdoor pursuit that forces on activity and movement through participation (Health and Physical
Education, 1998). Hiking through the escarpment trails and caves refines movement skills,
increases students stability and improves their fitness levels (Health and Physical Education,
1998). The physical activity involved in this field trip adheres to the daily physical activity policy
implemented by the government of Ontario for the school system which states that a minimum of
twenty minutes of sustained moderate to vigorous physical activity is required each school day
(Ontario Schools, 2011).
Dignity for all Students Act
This trip encourages positive student behaviour which is a goal outlined in both the Ontario
Schools Policy (2011) and the Dignity for all Students Act (2008). It was planned in a manner
which I hoped would be effective in promoting respect between the students, cultural
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understanding and acceptance of peers. An element of teamwork was incorporated into the trip
with the students working in teams to find fossils/artefacts throughout the cave systems in the
hopes that students would get to know each other better and as a result be more tolerant to each
others differences. The teams were chosen prior to the trip by myself in order to integrate and
mix students who are normally isolated from the popular crowd. I hoped that by mixing the
students in a different manner from what they are accustomed would allow them to realize that
physical differences dont matter because as students and humans we are all similar. Differences
should be embraced not feared. This trip was an attempt to halt the bullying that has gone on both
in and outside of the classroom, an attempt to encourage friendship and loyalty amongst students
as well as fostering individual self-esteem.
In this type of environment students have the
opportunity to try new things in new surroundings and are able to see that they are valuable
individuals in society.
This trip is also provides an opportunity for my aboriginal students to be exposed to a small
piece of their heritage and it gives the other students some insight into the aboriginal students
culture, history, perspectives and contributions to Canadian society (Ontario Schools Policy,
2011).
Culturally Responsive Teaching
This trip provides academic knowledge and skills that are situated within the lived
experiences and frame of reference of some of the students and their ancestors which makes the
knowledge acquired more personally meaningful to some and increases retention in those students.
As a teacher I have high expectations for my students and I am always happy to watch
them grow and learn in an environment which is captivating and exciting to them. Outdoor
experiences promote student engagement and interaction which in turn garners students
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acceptance of one another. This trip teaches students about aboriginal culture and the environment
our aboriginal ancestors survived in years ago which increases cultural sensitivity in the classroom.
Knowledge garners acceptance where ignorance garners hatred.
Students are given the opportunity to control a portion of the learning as they work in teams
to locate the fossils and as they pan for the minerals and rocks. Teams led by parent volunteers
and myself enable students to learn about the environment and its inhabitants in small groups
where student participation is often maximized due to the lack of pressure which is normally felt
in the classroom environment.
Conclusion (Post-trip)
This was a successful trip with student participation maximized and optimal student
behaviour present. Students were congenial to each other and seemed to accept one another for
who they are. A conversation in the classroom the day after the field trip reinforced the diversity
of students today and the heritage of our diverse nation. I hope that students will now be more
accepting of one another and will use the knowledge they have acquired to be kind to one another
and kind to their environment. The future of society is dependent on a healthy environment and
the ability of its inhabitants (the students here today) to harmoniously cohabitate.
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Appendix A
Photographs of Scenic Caves Nature Adventures (2014). Retrieved from
http://www.sceniccaves.com/
Caves and view
Caves
Interior of Cave
Caves/trail
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In crevice in cave
Footbridge
Fall on the footbridge
rock formations near caves
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References
Education Act. (2008). Article 2 Dignity Act. Retrieved from http://public.leginfo.state.ny.us
/LAWSSEAF.cgi?QUERYTYPE=LAWS+&QUERYDATA=@LLEDN+&LIST=LAW+
&BROWSER=BROWSER+&TOKEN=50970722+&TARGET=VIEW
Government of Ontario Ministry of Education. (2011). Ontario Schools Kindergarten to Grade
12 Policy and Program Requirements. Retrieved from http://www.edu.gov.on.ca/eng/
document/policy/os/ONSchools.pdf
Government of Ontario Ministry of Education. (1998). Health and Physical Education - The
Ontario Curriculum Grades 1-8. Retrieved from http://www.edu.gov.on.ca/eng/
curriculum/elementary/ health18curr.pdf
Government of Ontario Ministry of Education. (2007). Science and Technology The Ontario
Curriculum Grades 1-8. Retrieved from http://www.edu.gov.on.ca/eng/curriculum/
elementary/scientec18currb.pdf
Government of Ontario Ministry of Education. (2004). Social Studies The Ontario
Curriculum Grades 1-6. Retrieved from http://www.edu.gov.on.ca/eng/curriculum/
elementary/sstudies18curr.pdf
New York State Government. (2010). New York State P-12 Common Core Learning Standards
for English Language Arts & Literacy. Retrieved from http://www.p12.nysed.gov/
ciai/common_core_standards/pdfdocs/p12_common_core_learning_standards_ela.pdf
New York State Government. (2014). Learning Standards for New York State. Retrieved from
http://www.p12.nysed.gov/ciai/pub/standards.pdf
Scenic Caves Nature Adventures. (2014). Retrieved from http://www.sceniccaves.com/
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Artifact #5 Weebly Website

Overview
The fifth artifact I have included is my Weebly Website
(http://misshamilton2015.weebly.com/ ). It is a mock Grade 5 class website which shows the
kinds of materials I feel are important to include on a website that can be viewed by parents,
students and the general public. It portrays my ability to integrate technology into the
communication system established between parents and teachers. This is an effective way of
communicating current events in the classroom as well as suggested readings, open house
information or other important information that you wish to share as a teacher. It is a great time
management technique because it enables you to provide the information without having to have
a direct conversation with each students parent. Parents love to see pictures of their children so
pictures of class trips etc. can be included to enhance the site. As Professor Rydelek suggested
keeping an up to date website is an important method of maintaining contact with your students
parents on a regular basis and requires a lot less time than phoning parents regularly.
INTASC Standards
INTASC Standard numbers 4 Content knowledge and 10 Leadership and
Collaboration apply to this artifact. Knowledge of content is evident on information placed on
the website. The website portrays my knowledge of technology and my belief that technology is
an important part of education now. The website is a form of collaboration with parents and
students to keep everyone informed about what is going on in the classroom.
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Principles 3 and 5 of the New York State Code of Ethics for Educators are applicable
with respect to this artifact. This website shows my dedication to lifelong learning to
continuously improve my teaching abilities. I will continuously strive to learn and implement
new technology in my classroom to make engaging lessons relevant to todays society. It is
important to teach students the technology available to them so that they are prepared when they
eventually move into the workforce. The Weebly website is a inventive method of collaborating
with parents and the community to build trust and confidentiality.
TEAC Claims
TEAC claim #3 applies to this artifact. The fact that I would take the time as a teacher to
create and maintain a website that students, parents and the community could access regularly
shows that I am a caring educator.
Standard number 3 of the Standards for Teachers applies to this artifact. This website
models digital age work and shows collaboration with parents, students and the community using
digital tools to support student success.

Care, respect, trust and integrity are evident in this artifact. The devotion of time to the
creation and maintenance of the website shows caring for the students and their success. All
postings are made with respect to the individuals who will be reading the website. Openness and
honesty are a priority on the website to maintain trust between the reader and the creator.
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Honesty is evident in the content on the website and personal integrity, pride and professional
obligation keep me focused on maintaining the site.
Artifact
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Artifact #6 Cyber Safety Presentation

Overview
The sixth artifact I have included in my Portfolio is my Cyber Safety Presentation which
shows that although I am a huge proponent of modern technology being used in the classroom I
also realize that it must be handled with care to ensure the safety of the students. Although
modern technology can be a huge asset to any classroom lesson, it can also be a detriment if not
monitored closely. Like with any other environment, the internet is full of predators so one must
be on full alert when using a technology tool such as this. I agree with Professor Noel Enyedy
of UCLA (2015), that technology has a place in the classroom so long as it is used safely and
well to improve your lesson, not as the teacher of the lesson. My Cyber Safety presentation is
embedded in my Weebly website (http://misshamilton2015.weebly.com/cyber-safety.html) for
viewing and I have also attached screen shots to this paper.
INTASC Standards
INTASC Standard #9, Professional Learning and Ethical Practice applies to this artifact.
The Cyber Safety presentation shows that I have researched a topic that will affect students in
my classroom in order to be well informed prior to using technology in the classroom. I have
weighed the pros and cons of technology use to determine if the benefits to the learner outweigh
the dangers associated with use.
Principle 3 of the New York State Code of Ethics for Educators is relevant to the Cyber
Safety presentation. It shows that I as an educator have taken the time to learn about technology
146
use in the classroom and the benefits and detriments of same. I too have to continuously learn in
order to protect my students properly from problems that can occur with technology use.
TEAC Claims
TEAC claims #3 applies to this artifact. The fact that I have taken the time to research
the effects of technology on students and methods for ensuring cyber safety when online
provides evidence of my caring nature as an educator.
Standard number 3 of the Standards for Teachers applies to this artifact. Due to the fact
the Cyber Safety Presentation is posted on my Weebly website I am able to collaborate with
parents on internet safety in order to keep them informed. This will ensure their childrens
safety when they are on the internet at home regardless of whether its for pleasure or homework.

The standards of Care and Respect are evident in this artifact. Care with regards to
students safety is evident with the research and preparation of this presentation. Respect for
emotional wellness and cultural values is also an important part of safe internet use for students.
Artifact
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Artifact #7 Case Study of the Educational System in Singapore

Overview
This artifact provides an overview of a different educational system which enabled me to
obtain ideas with respect to classroom management, technology use, and professional
development. Classrooms are managed much more strictly there and lessons are often lecture
based as opposed to the more collaborative learning which is practiced in North America.
Professional Development seems more intense and seems to happen more often over there as
well. This was a good learning experience for me as it enabled me to see how another
educational system at a similar level to ours in Canada functions and treats its teachers.
INTASC Standards
Standard 9 of the INTASC Standards applies to this artifact as this research and paper
was professional learning which enabled me to evaluate a different educational system and pull
the good ideas from it to use in my classroom someday.
Principle 3 of the New York State Code of Ethics for Educators is relevant to this artifact
as it shows my commitment to continued learning to further develop my teaching skills and
practice.
TEAC Claims
TEAC claim 3 applies to this artifact as I am showing my caring as an educator by
furthering my education to enhance my teaching capabilities.
Artifact
Case Study of the Educational System in Singapore

Tamara Hamilton
Medaille College
ECI 610 Transitions from Educations Roots to the Present
Dr. B. Mebratu
October 18, 2014
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DEMOGRAPHICS AND PURPOSE OF EDUCATION

Singapore is a small island nation of approximately 5.5 million people of different
multicultural backgrounds (Index Mundi, 2014). The demography of the resident population as
of 2013 is 74.2% Chinese, 13.3% Malay, 9.2% Indian and 3.3% other, with the Malay considered
the indigenous population (Index Mundi, 2014). Singapores only resource is their people so
they invest heavily in education so they are able to compete with the knowledge-based economy
prevalent world-wide (Mun & Seng, 2001). The vision for education in Singapore is best
expressed by the phrase: Thinking Schools, Learning Nation (Mun & Seng, 2001). The focus
on education will enable Singapores citizens to contribute to Singapores continued growth and
prosperity and will allow Singapore to remain competitive in the international marketplace
ensuring a higher quality of life for Singaporeans (Mun & Seng, 2001). The Singapore education
system aims to help our students discover their talents, realize their potential, and develop a passion
for learning that lasts them through their lives (Ministry of Education [MOE], 2014).
BRIEF HISTORY
The development of the Singapore education system took place over many years and in
three specific phases (Road, 2000). Phase 1 occurred from 1959 to 1978 when Singapore first
attained independence and self-government with the emphasis on the provision of education for
all children regardless of class (Road, 2000). Common curriculum, teacher training, national
examinations and bilingualism were focuses of this policy (Road, 2000).
Phase 2 occurred from 1978 to 1996 when the system was altered to make the provision of
education more efficient and effective (Road, 2000). Changes to the curriculum were implemented
to improve the quality of education and ability-based streaming was added to allow all the children
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to progress to the best of their abilities (Road, 2000). Independent schools were formed during
this period and post-secondary and tertiary educational opportunities were expanded as well (Road,
2000).
We are currently in Phase 3 of the development with an ability-driven focus which allows
students to develop to the best of their abilities (Road, 2000). The system is currently focussed on
the use of technology and on intellectual capital so that graduates are able to meet the challenges
they will encounter in the workforce today (Road, 2000).
TEACHERS
According to the Ministry of Education (2014), teachers in Singapore are required to have
the following educational background:
a university degree; a polytechnic diploma with 5 O level passes including English
and Mathematics, or, 2 A level passes and 2AO level passes (including General
Paper) at 1 or 2 sittings, with 5 O level passes including English and Mathematics;
2 A/H2 level passes and 2 AO/H1 level passes (including General Paper or KI)
and where applicable, 5O level passes including English and Mathematics; or a
good overall IB diploma score and where applicable, 5 O level passes (including
English and Mathematics).
Professional development and advancement opportunities are available for teachers interested in
career advancement and these opportunities are limited only by ones own performance and
potential (MOE, 2014). Teachers can progress on three different tracks: the teaching track, the
leadership track or the senior specialist track (MOE, 2014). On the teaching track you can move
from classroom teacher, to senior teacher, to lead teacher, to master teacher and finally to Principal
Master teacher (MOE, 2014). On the leadership track one moves from classroom teacher to subject
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or level head, to head of department, to vice principal, to principal, to cluster superintendent, to

deputy director, to director and finally to director of general education (MOE, 2014). The
specialist track is similar moving from classroom teacher to Chief specialist through 5 steps (MOE,
2014).
Gross starting salary for a teacher in the GEO 1 category is $3,101 to $3,310 per month
(MOE, 2014). All successful teaching candidates will undergo National Institute of Education
(NIE) training paid for by the Ministry and all teachers will be paid while participating in the
required training (MOE, 2014). Teachers in Singapore also receive medical and dental benefits,
12 weeks vacation per year and on top of their salaries and bonuses are also recognized yearly
through the Connect Plan which sets aside a bonus each year (MOE, 2014).
SCHOOL ORGANIZATION
School Year
The school system in Singapore runs from January to the end of November, which allows
for 40 weeks of curriculum time for teaching and learning before the start of the national
examinations and 6 weeks of vacation at the end of each year for teachers and students in addition
to the breaks provided between the terms (MOE, 2014).
School System
The school system in Singapore is flexible and has many different streams which cater to
the interests, aptitudes and abilities of each child as is evident in the chart at Appendix A (Road,
2000). Kindergarten is offered with a play based leaning model utilized (MOE, 2014). Every
child undergoes at least 10 years of general education which is comprised of 6 years in the primary
division and 4 years in the secondary division (MOE, 2014). In addition to the subjects taught, the
children are also taught sound moral values reflective of Singaporean culture (Road, 2000). On
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completion of the primary division all students must write the Primary School Leaving
Examination (PSLE). On completion of the secondary division, all students must write the General
Certificate of Education Ordinary (GCE O) examination which determines their eligibility for
Junior Colleges, Pre-University Centres and Polytechnics (Road, 2000). On completion of the
programs at the Junior Colleges and Pre-University Centres another national examination called
the GCE A is written to determine eligibility for University (Road, 2000).
Primary Education
The primary education system in Singapore is divided into two segments: the foundation
stage (4 years) and the orientation stage (2 years) (MOE, 2014). At the foundation stage there is
a common curriculum with a focus on English, mother tongue and mathematics although subjects
such as music, art, civics, moral education, health education, social studies and physical education
are also included (Road, 2000). Science is introduced at the foundation stage in Primary 3 (Road,
2000). On completion of Primary 4, students are streamed into the orientation stage according to
their learning abilities (Road, 2000). At the end of Primary 6 all students write their first national
examination, the PSLE (MOE, 2014). This examination assesses their learning abilities according
to learning pace and aptitude for placement into the secondary system (Road, 2000).
Secondary Education
Students are in the secondary system for 4-5 years and are placed according to ability into
one of three streams: special, express or normal streams (Road, 2000). The special stream is for 4
years of study and provides students with the opportunity to study English and the mother tongue
at a higher level (MOE, 2014). The express stream provides the same education as the normal
stream but fast-tracks it so that it is completed in a 4 year time period (Road, 2000). The normal
stream has an additional national examination at the end of the 4th year, called the GCE N and
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those who succeed with this examination go onto their 5th year and the GCE O exam (Road,
2000). Students who complete the 4th year in the normal stream and the GCE N but choose not
to complete a 5th year in the secondary stream can then proceed to the technical institutes (See
Appendix A) for a technical and vocational education which will lead to employment (Road,
2000).
Special Education
The Singapore Ministry of Education also provides an education for children with
disabilities at special education schools (SPED) which are run by Voluntary Welfare Organizations
and from funding received from the Ministry of Education and the National Council of Social
Services (Road, 2000). These schools run special programs catering to children with disabilities
that are unable to benefit from mainstream schooling (Road, 2000).
CURRICULUM
The primary school curriculum in Singapore focuses on three aspects of education: subject
disciplines, knowledge skills, and character development (MOE, 2014).
As seen in the diagram at Appendix B, English and mother tongue languages, math,
science, social studies, art and music comprise the core courses taught, with knowledge skills being
taught through project work and life skills being taught through a variety of other methods (MOE,
2014). Students will be bilingual upon graduation in English and their mother tongue (Chinese,
Malay or Tamil). In addition to core courses, the primary stream teaches core values, social,
emotional and emerging competencies (MOE, 2014). Students are taught to respect each other
and their elders, are taught self-awareness, social awareness, relationship management, critical and
inventive thinking, communication, civic literacy, global awareness and cross cultural skills which
will enable them to lead productive lives (MOE, 2014). Students are able to apply these values
159
and competencies through participation in the diverse range of co-curricular activities offered at
the schools (MOE, 2014). Co-curricular activities are introduced at Primary 4 but are voluntary
until the secondary level where one co-curricular per semester is mandatory (Road, 2000).
Information and communication technologies (ICT) have also been added to the curriculum to
provide Singapores future workforce with the tools to enhance the countrys economic
competitiveness and quality of life in this knowledge driven age (Mun & Seng, 2001).
INSTRUCTION
Classrooms in Singapore are much like our own here in the United States. Art work and
writing samples are found displayed on bulletin boards, chalk boards and white boards are present
for teachers to use, some sort of audio visual apparatus is available and often a musical instrument
of the teachers choice is present. Singapore students are required to wear uniforms to school so
there is a more orderly feel to classrooms. Instruction occurs in various manners in Singapore as
it does worldwide with teachers utilizing lecture format, group activities and independent learning
methods. Overall, classrooms appear inviting and welcoming, somewhere you could call your
second home.
FINANCING/ACCESS
Education in Singapore is highly subsidized so that all children are able to obtain an
education regardless of class (Road, 2000). There are two categories of Singaporeans with regards
to educational financing; Singapore citizen and Singapore PR (MOE, 2014). The Singapore citizen
does not pay school fees but is required to pay $6.50 in miscellaneous fees (MOE, 2014). The
Singapore PR pays $90.00 in school fees in addition to the $6.50 in miscellaneous fees (MOE,
2014). Financial assistance is readily available in Singapore through the Edusave scheme,
scholarships, grants and bursaries (MOE, 2014). In 2014 each child received $200 to their Edusave
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account if they were a Singapore citizen and studying full-time in a government or governmentaided primary school (MOE, 2014). The financial assistance scheme applies to families with gross
household incomes under $2,500 per month and provides 100% waived miscellaneous fees, free
textbooks, free school attire, free daily breakfasts and provides a 75% subsidy for national exam
fees (MOE, 2014). These government incentives/programs enable children of all classes to be
guaranteed an education.
DISCIPLINE
The Singapore Ministry of Education (2014) believes in orderly classrooms which are safe
and conducive to learning, where students show respect for each other and their teachers. When
necessary schools will impose severe disciplinary measures including corporal punishment and
suspension (MOE, 2014). The schools work with the parents in managing student behaviour to
provide a positive learning environment for all students (MOE, 2014).
IMPLICATIONS FOR OUR SCHOOLS
Singapore seems to have a somewhat higher standard for its government schools than that
encountered in the United States or Canada. Ensuring all graduates are bilingual gives their
students an upper hand in the global workforce. Regardless of which languages are spoken, being
fluent in a second language is always looked upon as an attribute in the work force today since our
countries are so multicultural now.
A stronger stance on discipline is also evident in the Singapore school system which could
be beneficial if accepted and applied to our North American School Systems. It appears that the
students in Singapore are much more respectful and obedient than the students encountered in the
North American school system. Teaching values, morals and respect along with core courses
should be a priority here to try to bring our students up to the same level socially and mentally as
161
the students in Singapore. Many North American employers today complain that the younger
generation does not have the same work ethic and has a misplaced sense of entitlement that has
never been encountered before. Bringing back the teaching of knowledge and life skills in the
classroom could potentially fix these issues. Core subjects taught appear to be level with the North
American system but the value based teachings are definitely lacking in North America. Altering
the curriculum here to reflect those values would bring us more in line with educational systems
worldwide. Perhaps an international curriculum should be devised which incorporates all the
positive attributes of the educational systems worldwide?
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REFERENCES
Ministry of Education Singapore. (2014). Education System. Retrieved from
http://www.moe.gov.sg/
Mun, C.H. & Seng, T.S. (2001). Integration of ICT into education in Singapore. Journal of
Southeast Asian Education, 2(1), 147-164.
Road, K.S. (2000). The Singapore education system. Journal of Southeast Asian Education,
1(1), 185-201.
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Artifact #8 Technology in the Classroom Survey and Presentation

Overview
An educational survey was prepared and conducted by myself to gage parent reaction to
the use of technology in the classroom. This provides me with an idea as to the level of
importance parents place on the use of technology in the educational system. . I agree with
Professor Noel Enyedy of UCLA (2015), that technology has a place in the classroom so long as
it is used to improve your lesson, not to teach the lesson.
INTASC Standards
INTASC Standard # 8 and 9 are relevant to this artifact. Technology can be used as an
instructional strategy to engage learners and improve content retention. This educational survey
was a form of professional development as I was improving my knowledge of parent opinion
with regards to the use of technology in the classroom.
Principle #3 of the New York State Code of Ethics for Educators applies to this artifact as
I was developing my knowledge and teaching capabilities through additional education and
learning on the topic of technology.
TEAC Claims
TEAC claim 3 applies to this artifact as I am showing my caring nature as an educator by
improving my knowledge base to make myself a more effective teacher.
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Standard number 3 of the Standards for Teachers applies to this artifact. I am

demonstrating fluency in technological systems in order to transfer my knowledge onto my
students. I am collaborating with students parents to ensure they are on board with the use of
technology in the classroom.

The standard of Care is evident in this artifact as I take time to learn how students
parents feel about technology use in the classroom which enables me to decide how much
technology I should implement into my lessons to enhance student learneing while maintaining
respect for parents opinions.
Artifact
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Conclusion
These artifacts (Science Unit and Lesson Plans, Literacy Test/Assessment, Math Lesson
Plan, Field Trip Report, Weebly Website, Cyber Safety Presentation, Case Study on the
Educational System in Singapore, and Technology in the Classroom Survey and Presentation)
provide you with a well-rounded view of my capabilities as a teacher. They show you how I will
use technology in the classroom to engage students and keep them attentive to lessons. They
showcase my unit and lesson planning capabilities and provide you with a sample assessment
similar to what I will use in my classroom. All aspects of teaching are very important and only
some can be taught. Often the best teachers are those who try the hardest to keep students
engaged and who alter their lesson plans accordingly to ensure they are meeting the needs of
todays students. Teachers must be careful to stay within the confines of the curriculum and the
ethical bodies that oversee them throughout their professional careers. Some of the standards
that teachers are required to adhere to are mentioned above and, below, you will find a standards
chart which outlines the standards that are complied with when dealing with my artifacts.

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MSED ELEMENTART PORTFOLIO PROJECT

MSED ELEMENTARY PORTFOLIO PROJECT

showcases my knowledge of technology and promotes my belief that technology is an important

Artifacts & Rationales

MSED ELEMENTARY PORTFOLIO PROJECT

MSED ELEMENTARY PORTFOLIO PROJECT

Each system is composed of organs and tissues which perform specific

MSED ELEMENTARY PORTFOLIO PROJECT

excretion, circulation, locomotion, control, coordination, reproduction and

NYS Learning Standards

ISTE Standards for Teachers and/or Students

MSED ELEMENTARY PORTFOLIO PROJECT

Ontario Curriculum Standards

MSED ELEMENTARY PORTFOLIO PROJECT

Item Number and Statement:

Use appropriate science and technology vocabulary, including circulation,

Topic: 2. Understanding Basic Concepts

MSED ELEMENTARY PORTFOLIO PROJECT

Ontario Teacher Ethical Standards

MSED ELEMENTARY PORTFOLIO PROJECT

MSED ELEMENTARY PORTFOLIO PROJECT

UNIT PLAN: Human Organ Systems

Lesson Plan #1 Human body & Organs

Lesson Plan #1 Human Body & Organs

Lesson Plan #2 Digestive system

Lesson Plan #3 Respiratory System

Lesson Plan #4 Circulatory System

Lesson Plan #5 Musculoskeletal System

MSED ELEMENTARY PORTFOLIO PROJECT

MSED ELEMENTARY PORTFOLIO PROJECT

By the end of this unit the students should be able to:

MSED ELEMENTARY PORTFOLIO PROJECT

MSED ELEMENTARY PORTFOLIO PROJECT

Anticipatory Set/Student Engagement

Following this music video the lesson will continue

MSED ELEMENTARY PORTFOLIO PROJECT

MSED ELEMENTARY PORTFOLIO PROJECT

MSED ELEMENTARY PORTFOLIO PROJECT

MSED ELEMENTARY PORTFOLIO PROJECT

MSED ELEMENTARY PORTFOLIO PROJECT

Human Body and Organs

MSED ELEMENTARY PORTFOLIO PROJECT

Standard Strand: Standard 4: The Living Environment

MSED ELEMENTARY PORTFOLIO PROJECT

Topic: 2. Developing Investigation and Communication Skills

Item Number and Statement:

Use appropriate science and technology vocabulary, including circulation, respiration,

Topic: 3. Understanding Basic Concepts

MSED ELEMENTARY PORTFOLIO PROJECT

MSED ELEMENTARY PORTFOLIO PROJECT

1. Opening show video listed above at (E);

MSED ELEMENTARY PORTFOLIO PROJECT

d. Cancer all organs

MSED ELEMENTARY PORTFOLIO PROJECT

MSED ELEMENTARY PORTFOLIO PROJECT

Item Number and Statement:

MSED ELEMENTARY PORTFOLIO PROJECT

Use appropriate science and technology vocabulary, including circulation, respiration,

Topic: 2. Understanding Basic Concepts

MSED ELEMENTARY PORTFOLIO PROJECT

MSED ELEMENTARY PORTFOLIO PROJECT

MSED ELEMENTARY PORTFOLIO PROJECT