Tws Project

Classroom Profile
Fort Collins Demographics:

Shepardson Elementary is one of 31 Elementary Schools in Poudre School District.
District wide; the student population is 3.00% Asian, 1.16%, Black/African American,18.09%
Hispanic/Latino, 0.52% Native American, 0.14%Native Hawaiian/Pacific Islander, and 73.79%
White. District wide; 33.71% of students participate in Free/Reduced Lunch, 7.81% of the
student population participate in Special Education Programs, 11.92% are in Gifted and Talented
Programs, and 7.84% are in English Language Learner Programs. The median household income
in Fort Collins is $53,780, which is slightly above the national average of $53,482. More than
half (51.9%) of the Fort Collins population (161,000) has completed four or more years of a
college education. (Cosmas, 2016)
Classroom Demographics:
Shepardson Elementary school demographics slightly differ from that of the district, but
remain within a few percentage points. Mrs. Hawke's second grade classroom consists of eleven
boys and eight girls, age 7-8. There is a set of triplets in the class (two girls and one boy) and a
twin, whose brother is in the second grade classroom next door. The class is 90% White, and
10% Black/African American. There are two students in the class with IEP's; one child is on the
autism spectrum and the other two child has Emotion Dysregulation (ED). There is a
paraprofessional assigned to the child with ED. Both of the students are in the class for the
majority of the day, but are occasionally pulled out to receive specialized instruction. There are
no ESL students in the class.
Environment and Community:
The school grounds are well kept and the school has modern commodities. There are
three separate playgrounds around the school. Each has developmentally appropriate equipment
for the age group who uses it. Each classroom is equipped with a Smartboard and
developmentally appropriate learning materials and furniture.
Mrs. Hawkes uses many different forums to communicate student growth with parents.
She uses a program called seesaw in the classroom, which allows parents to view videos and
photos posted of their child. Not only do the videos show what the child is learning, but parents
are also able to hear the language teachers are using to coach the students. Along with seesaw, a
journal is emailed to parents weekly.
Class Interests:
Many students in the class seem to be interested in sports. Four of the eight girls are on a
soccer team together, many of the students discuss sports in class, write about sports during
literacy, and play football or soccer at recess. Other observed interests are biking, hiking,
shopping, and baking.
Social Development:
Socially, the students are able to interact well with one another. Most of the students have
typical social skills for their age group. However, the child with ED has difficulty listening
when others are speaking, allowing his peers to give their opinions, or compromising, and tends
to become aggressive when upset. He also does not seem to understand personal space. He often
crawls around the carpet sniffing other children and gets in other student's faces. He is slow to
back away when his peers tell him they do not like what he is doing. Generally, the childs para
will step in if the child does not choose to listen, or becomes inconsolable. There have been a
few classes where the child sits with his para in the hallway until he is calm enough to return to
the classroom. The child has severe emotion dysregulation, and as things have gotten harder at
home in the last two weeks, episodes have become more frequent. The childs lack of emotion
regulation often prevents him from learning with the class, so he is behind in nearly every
subject.
Mathematics:
Mathematically, the entire grade is slightly behind. This particular group of second
graders came to kindergarten lacking certain school readiness skills. A majority of the students
had attended daycares prior to kindergarten, and not many of them attended preschool. A large
part of kindergarten was devoted to getting children caught up on learning what they had missed
from preschool, which pushed many other things to first grade. Currently, the entire second
grade is working on a math boot camp, where they review concepts (like counting backwards
from 100 by twos) that students typically know prior to second grade.
Literacy:
Literacy is an area where there is a lot of fluctuation, in terms of ability. Most of the
students are able to write stories that have meaning, a beginning middle and end, as well as a few
details. Whereas others struggle. Two or three students are pulled out into the hallway to receive
literacy assistance on a weekly basis. There are two students in particular who struggle with
writing. One of the children writes about minecraft (a video game), and his writing lacks order.
He often writes a few sentences all about minecraft, but the sentences are in an order that does
make sense or tell a story. He will often finish writing early then begins to draw pictures. The
other child will write random thoughts down like "I got a new truck" and" I love my mom" that
do not form any sort of story, or seem to be connected. A few students struggle to stay on task
during writing blocks, but have demonstrated appropriate second grade writing when they were
able to concentrate.
Assessment of Practices
Physical Environment
Initial
Initially, Mrs. Hawkes classroom seemed overstimulating. Her classroom is very colorful,
decorative, and slightly overwhelming upon first glance. There is just so much to look at in her
room. I felt like it may be a distraction when the children are trying to learn. I am use to the
classrooms at the Early Childhood Center. Everything at the ECC is very neutral and the
environment is always calming with natural lighting and items placed meticulously around the
classroom to grasp childrens attention. Every item at the ECC classroom seems purposeful, and
I felt like there was a lot of unnecessary stuff in Mrs. Hawkes room. I also realize the
overwhelming feelings I had upon entering the classroom is a lot of personal preference. I prefer
neutral and calming colors in my spaces and am very visual in the way I organize my things. I
also felt a bit overwhelmed by the fact that if the second graders did truly use all of the supplies
and things in that classroom, I am going to have a lot of purchases to make before I have a
classroom of my own.
Findings of Observation and Assessment
Upon observation and assessment, the classroom received an excellent score. The room
has defined spaces for individual and group work, materials are placed in areas that make sense,
and childrens work is displayed throughout the classroom. One thing I observed about the class
is that the children do not seem to be distracted by all of the colors and dcor. Classroom
accessibility did not receive the best score, because the children designed how they wanted the
desks set up, and the class is testing it to see if it will work. Currently the desks are in rows,
which makes access to certain areas a bit difficult. Health and safety of the classroom is one I
struggled scoring, because I am unsure about some things. I am not sure if Mrs. Hawkes or Mr.
George are CPR First Aid certified or if the students wash their hands before lunch, or at other
parts of the day, because I leave at 11:30. I have seen posters in the classroom with CPR steps
and I believe there is a hand washing, or germ poster above the sink in the classroom.
What I would do differently
A lot of what I would do differently is based on personal preference, and the routines I
am used to, coming from the ECC. Mrs. Hawkes classroom scored well on the APEEC
assessment and there is nothing that necessarily needs to be changed about the classroom. If it
were my classroom, I would develop a hand washing/sanitizing policy after coming in from
recess, before lunch, and upon entering the school. I would also create more areas in the
classroom for individual learning times and make the environment a more calming space. I feel,
as seven year olds, the students are capable and responsible enough to wash or sanitize their
hands at the appropriate times. I also think they are capable of having more spaces where they
could work individually, without it causing arguments between the children.
Instructional Methods and Context

Initial
Before even watching Mrs. Hawkes instruct the students, I could tell she cared about each
and every one of them. She met with Maria and I and discussed each child individually before
school was even in session. Her instruction was just as I expected it to be, loving and demanding.
She knows each child very well and is able to change her instruction based on each childs needs.
She also seemed to know the age group really well and to be able to think ahead about what they
were going to struggle with, and how much time she needed to allot for each activity.
Mrs. Hawkes scored an excellent in every area of the instructional methods and context
in the APEEC. Mrs. Hawkes does an excellent job facilitating classroom discussion, integrates a
variety of subjects in many of her lessons, and urges her students to elaborate on their initial
thoughts, especially during writing. Mrs. Hawkes provides a variety of materials for her
students to help them with their learning, including; a multitude of books in every genre,
geometric blocks, and counting materials. She also does an excellent job working alongside Mr.
George (classroom PARA) to provide one of the students, who has an IEP, with the best possible
instruction.
I would not change much, in terms of how Mrs. Hawkes instructs her class. One thing I
would appreciate is being updated on decisions made about particular instruction for students in
the class. I feel like the children know that I am not aware of certain policies and so they use me
to get help in areas they know Mrs. Hawkes and Mr. George will not assist them. I always feel
like I am informed afterward, and it makes me feel like I am doing something wrong. I would try
to have an all hands meeting with everyone who is regularly in the classroom, so that all of the
adults are on the same page in terms of instruction. Otherwise, I find Mrs. Hawkes instruction to
be developmentally on target for the second graders.
Social Context
Initial
Right away I could tell that Mrs. Hawkes valued the social aspect of schooling and the
classroom community. At our initial meeting, Mrs. Hawkes discussed allowing the children to
have a voice in the classroom. We discussed allowing the students to make decisions and take
ownership for the classroom. On the first day I was in the room, I heard a lot of familiar
language being used. Mrs. Hawkes used the phrase make a better choice often, when the
children were being disruptive or doing something they were not supposed to be doing. I hear
that phrase repeatedly at the ECC and know just how powerful choices are in building autonomy
and critical thinking. I also like the vagueness of make a better choice for a seven-year-old.
Not only does it allow them to think about what they are doing, but it makes them think critically
about other options they have at that moment. In the young toddler room, we offer the children
two choices. In the preschool room, we would offer children two or three choices, depending on
their age. I like the progression of taking away the options and allowing the students to think
about possible choices.

Mrs. Hawkes scored an excellent in every realm of the social context assessment! She is
constantly allowing her students to make choices about things that impact them as individuals, as
well as having the students work together in making choices that effect the entire class. She is
always including the children who have disabilities in classroom activities, and allows them to
take space at their desks, if they are having a difficult time. There are many social posters
throughout the room, my favorite being the how to make friends, how to keep friends, and
how to lose friends posters, which the students developed themselves. Mrs. Hawkes also has a
lot of diversity in the items around the classroom, including her books, as well as posters in the
room. The students are allowed age appropriate transition times and when a transition seems like
its going to be hard, Mrs. Hawkes provides the class with a timed warning, or often, some extra
time to complete assignments. Im not quite sure how often Mrs. Hawkes talks to families. I
know she sends out a weekly email, has parent teacher conferences a couple time a semester, and
is always available to families by email. She knows information about each childs home life, so
I believe she has more contact with students families than I have personally seen. Although less
communication is needed as children get older, it is nice to keep parent up-do-date and involved
in their childrens education.
There is not anything I would change in terms of the social context of Mrs. Hawkes
classroom. The choices and responsibilities she gives the second graders are perfect for their
stage of development. I would like to learn, from Mrs. Hawkes, how to create such an effective
classroom community. I will continue to observe teacher- student and student-student
interactions in the classroom to become more versed in the social environment of second graders.
Letter to Parents
Hi my name is Christine Crowe and I will be volunteering in your child's 2nd grade
classroom this semester! I have lived in Fort Collins since I was eleven, and love it here! I enjoy
hiking, biking, wakeboarding, and skiing. I love Fort Collins so much, that when I graduated
high school, I just could not leave. I am currently enrolled at Colorado State University in the
Early Childhood Education (ECE) program. I chose the ECE program because I love working
with children, and felt called to teach. Two summers ago, I had the opportunity to teach at a
school in Ecuador and another school on the Galapagos islands. Working with the children and
watching them grasp concepts, was priceless. Teaching abroad solidified my desire to teach!
This semester I will be working with your children! I will be in the classroom on Monday
and Wednesday mornings, from 9:00am-11:30am. For the first couple of weeks, Mrs. Binkly and
I will be observing the classroom, and offering classroom support when needed. As the weeks go
by, and the children become more comfortable with us, we will begin co-teaching the class with
Mrs. Hawkes.
My goal for this semester is to learn as much as I can from your children and Mrs.
Hawkes! I am hoping to learn classroom management skills and lesson planning techniques. I am
also committed to helping your children learn to the best of their ability this semester!
Thank you,
Christine Crowe
Lesson Plans
Teacher:
Christine Crowe
School: Shepardson Elementary

Title:
Date:
Grade Level: 2nd
Weather and everyday life
10/5/16
Content Area: Science

Lesson #:_1_ of _3_
Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)
Standard: 3. Earth Systems Science 1. Weather and the changing seasons impact the
environment and organisms such as humans, plants, and other animals
Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select
applicable questions from standard)
2.What changes do we make in our daily lives based on changes in the weather?
Concepts and skills students master: (Understandings, Big Ideas, Unit objectives)
Weather impacts many aspects of a community, such as; what we eat, wear, and do.
Evidence Outcomes: (Knowledge/ Skills, Lesson Objectives)

By the end of the lesson, every student will be able to write a small moment story about a time weather
impacted their lives.
Assessment of Evidence Outcomes:

a. Use evidence to develop a scientific explanation for how the weather and changing seasons impacts
the organisms such as humans, plants, and other animals and the environment (DOK 1-3)
Planned Lesson Activities

Activity Name
Approx. Time
Anticipatory Set
Teaching/
Presentation:
(Select the most
appropriate teaching
model.)
-direct instruction
-presentation model
-concept teaching
-cooperative learning
-inquiry
When Weather Changed my Day.

40-50minutes
Mrs. Binkly and I will lead a discussion with the class about how weather impacts a community. We will then ask the
children to think of a time that weather forced them to change their plans, and share their memory with a partner.
1. Input- After the children think pair share, Mrs. BInkly and I will explain to the class that they will be
writing what they shared in the form of a small moment story.
2. Modeling- Mrs. Binkly and I will then share our small moments of when weather forced us to change our
plans; demonstrating the format we want them to write in.
3. Checking for understanding Mrs. Binkly, Mrs. Hawkes, and I will walk around the room while the
students are writing to assess whether they are understanding the task.
4. Questioning Strategies- application- the children are applying what they have learned about weather and
its impacts on the community to write a small moment where weather forced them to change their plans.
Closure
Materials
Accommodations
&
Modifications
Assessment
To close the lesson, we will come back into large group and discuss how much weather impacted their small
moment and start thinking about ways to predict weather, leading up to the next lesson on measuring
weather to be prepared.
Paper and pencils

Modify:
_____will need to think pair share with his para for him to stay on topic. He will also need his para to assist him in the
writing process.
_____ will need to think pair share with Mrs. Hawkes, to help organize his thoughts.
Extend:
For those who finish early, I will challenge them to revise their small moment, and then help someone in the class
who needs assistance with their writing.
Assessment will be in the form of evaluating the students individual small moment writings. We will look for what
the child had planned to do, what type of weather changed their plans, and what they did instead. Student samples
are attached below.
Post Lesson Reflection

1. To what extent were lesson objectives achieved?
The second graders were all able to complete the assignment, and seemed to grasp the concept
that weather affects them and their community. All students could discuss a time where
weather affected their day. A couple of the students, who do not have strong writing skills,
struggled to organize their writing. Above are four student samples; the first one demonstrates
a clear understanding, the second and third show partial understanding, and the fourth shows
little understanding. Most of the students fell between the first and third examples in terms of
their understanding and writing ability.
2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?
I would help scaffold the students organization for their writing. I would do this by having
them draw three pictures right after the think pair share activity. The pictures would help keep
them on task and think about their stories in a first, then, so format.
3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)
The next lesson will be on measuring weather and how to identify different types of
weather. Then, the students will be learning about clouds and doing a presentation of
types of clouds. Finally, the students will discuss severe weather, and create severe
weather kits in the classroom.
References
Cosmas, C. (2016, January ). Demographic information. Retrieved September 19, 2016, from
http://www.fcgov.com/planning/trends.php
STEPP Lesson Plan Form

Teacher: Christine Crowe
Communicating
Title:
Date:
Grade Level:
2nd
Cloud experts
10/15/16
Content Area: Reading, Writing,

Lesson #: _2_ of _3_
Standard 1: Oral Expression and Listening 1. Discussions contribute and expand on the ideas of self and
others
Standard: 4. Research and Reasoning. 1. Reference materials help us locate information and answer
questions
Understandings: (Big Ideas)

Understanding reference material, helps us research more effectively and efficiently.
What is the most important thing to do to ensure people understand a presentation?
What information is essential in a presentation?
How do people know which resource will provide the most accurate information?
Evidence Outcomes: (Learning Targets)

Every student will be able to: (Create your own lesson objectives from the standard, follow the ABCD
format, using student voice)
By the end of the lesson, the students will understand how to use elements of non-fiction texts to find
specific information.
I can: Use non-fiction texts to find specific information.
Colorado State University College of Health and Human Sciences
Page 1

This means: The students know how to identify good resources and use the glossary to find where
information is in a non-fiction text.
List of Assessments: (Write the number of the learning target associated with each assessment)
b. Identify a specific question and gather information for purposeful investigation and inquiry
c. Use text features to locate, interpret, and use information (table of contents, illustrations,
diagrams, headings, bold type)
Page 2

Name and Purpose of Lesson
Should be a creative title for you and the students to
associate with the activity. Think of the purpose as
the mini-rationale for what you are trying to
accomplish through this lesson.
Approx. Time and Materials
How long do you expect the activity to last and what
materials will you need?
Cloud Experts
75 minutes total
10-minute anticipatory set
5 minutes to get into preplanned groups and discuss rules
30 minutes to research useful information on their cloud group
15 minutes to create their cloud poster
15 minutes to practice and film each group
Materials: cotton balls, poster board, research materials (books on clouds)
Anticipatory Set
The hook to grab students attention. These are
actions and statements by the teacher to relate the
experiences of the students to the objectives of the
lesson, To put students into a receptive frame of
mind.
To focus student attention on the lesson.
To create an organizing framework for the
ideas, principles, or information that is to
follow (advanced organizers)
An anticipatory set is used any time a different
activity or new concept is to be introduced.
Procedures
(Include a play-by-play account of what students and
teacher will do from the minute they arrive to the
minute they leave your classroom. Indicate the
length of each segment of the lesson. List actual
minutes.)
Mrs. Binkly and I will remind the children of the discussion we had last class about
weather and its impact on our lives, and Mrs. Binklys discussion of how to measure
weather (one being our eyes). We will guide the conversation into a discussion about
clouds, and how differentiating between clouds can help us figure out that days weather.
We will then pull out a non-fiction book on clouds and show and explain the different
parts (glossary, appendix, index, etc) and say that if we were interested in figuring out
more about a certain type of cloud, we could use these sections of the book to find
information.
Teacher Actions
After the anticipatory set, the Mrs. Binkly
and I will break the children up into their
preplanned groups.
Once the students are in their groups, the
teacher for each group will be there for
Student Actions
The anticipatory set will take place whole
group on the circle rug in the front of the
room. ( 10 minutes)
Students will go to the sign in the room
with their cloud groups name on it.
Page 3

Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other
Closure
Those actions or statements by a teacher that are
designed to bring a lesson presentation to an
appropriate conclusion. Used to help students bring
things together in their own minds, to make sense
out of what has just been taught. Any Questions?
No. OK, lets move on is not closure. Closure is used:
To cue students to the fact that they have
arrived at an important point in the lesson or
the end of a lesson.
To help organize student learning
To help form a coherent picture and to consolidate.
Differentiation
To modify: If the activity is too advanced for a child,
how will you modify it so that they can be successful?
support and will provide support or

guidance when needed. (There are three
groups; cirrus group with Ms. Crowe,
Cumulus group with Mrs. Binkly, and
Stratus group with Mrs. Hawkes). (30
minutes)
Once a group has adequate information,
the teacher will give them materials to
create a visual. The teacher can offer ideas
and guide when needed in creating the
visual. (15 minutes)
After the visual is complete, the groups will
have time to practice and the teacher will
film their presentation for the rest of the
class to watch later. (15 minutes)
Once in their groups, they will send one

group member to the rug to pick out three
books that they think will tell them the
most about their cloud group. They can
trade with other groups if they find the
books they chose do not have adequate
information. (5 minutes)
After they have the books, they will
research their cloud and write down
information they will later use for their
presentation (30 minutes)
Once they have adequate information on
their cloud group, they can ask their
groups grownup for materials.
They then can create a cloud poster, or
visual for their presentation. (15 minutes)
Once their visual is complete they will have
time to practice and film with their groups
grownup. (15 minutes)
To conclude the lesson, the class will come back to whole group and watch the
presentations created by each cloud group. They will be able to assess their own
presentation skills and think about what they can improve on for next time, as well as
learn about the other groups clouds and ask questions.
Modify: The groups were preplanned and had children who have difficulty working with
others placed in a group with strong leaders, as well as Mrs. Hawkes to guide behaviors.
Extend: The preplanned groups had advanced children placed in groups where they would
Page 4

To extend: If the activity is too easy for a child, how
will you extend it to develop their emerging skills?
Assessment
How will you know if students met the learning
targets? Write a description of what you were
looking for in each assessment.
need to take on leadership roles and help their classmates, to achieve the groups goals.
Assessment for this activity is based on observation of how well the groups worked
together to meet their goals, as well as the final presentation where the teachers could
get a clear understanding of how well they students presented their information and if
that information was adequate.
Page 5

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)
I think many of the students understood how to find useful information in non-fiction texts
after completing the lesson. I observed some of the students using the glossary and other
tools to find information and others trading books and asking each other about how to use
the glossary and index to find specific information.
teach again?
If I were to teach this lesson again, I would give the children a helpful handout on how to find
information in non-fiction books to reference during this project, and to keep for later research.
The handout would also help with terminology and understanding.
The next lesson I have planned for the weather unit is somewhat like this one, in that it
has elements of group work in it. I believe group work is benefitting the relationships of
the children in the room. For the final lesson, the children will be working together to
make severe weather survival kits, and explaining why items are needed in their kits.
Page 6

Title:
Date:
Grade Level: 2nd
Severe Weather Survival Kits
10/24/16

Lesson #: _3_ of _3_
Standard: 3. Earth Systems Science 1. Weather and the changing seasons impact the
environment and organisms such as humans, plants, and other animals

To stay safe in severe weather we must: understand what severe weather is, be prepared, know safety
procedures, and understand the warning signs.

1. How do weather patterns change throughout the year?
2. How do we know when severe weather is coming?
3. What are some ways to stay safe during blizzards, severe thunderstorms, hurricanes,
and floods?

After listening to the severe weather presentations and collaborating with my group, I will be able to
create a severe weather survival kit, and explain why each item in the kit is important.
I can: Explain the importance of each item in the severe weather survival kit.
This means: I understand what the implications severe weather can have on me and my community,
and know that I will need certain items to survive different types of severe weather.
Page 1

c. Analyze ways in which severe weather contributes to catastrophic events such as floods and
forest fires (DOK 1-2)
Page 2

Anticipatory Set
mind.
Procedures
minutes.)
-teacher input
-modeling
-guided/unguided:
Severe Weather Survival Kits
35-40minutes
Materials: Seesaw App, projector, poster board, cut out survival materials, post its,
glue, pencils/pens
Previously in class, the students were split into severe weather groups. In these groups,
the children had to research the type of severe weather they were given and create a
presentation on the material they learned. Each groups presentation was filmed using
seesaw, and put on the seesaw site for peers and parents to view. To prepare the
students to make their survival kits, I played the video presentation clips for the whole
class to watch, followed by YouTube videos of real-life severe weather after each clip. So
for floods, I played the students flood presentation, followed by a video of flooding,
before moving on to the next severe weather category. After each video, we would
discuss the key things learned in each.
Teacher Actions
When the whole class is sitting quietly on
the rug, I will tell the students that we will
be making severe weather survival kits, and
to be listening for tips on how to stay safe
during each type of weather in their
classmates presentations. When they are
quiet, the anticipatory set will begin.
(whole group) (15 minutes)
After the anticipatory set, the teacher will
ask the students to quietly go back to their
Student Actions
The students will come in from recess and
find a seat on the rug in front of the
smartboard. When they are all sitting
quietly, the anticipatory set will begin.
During the anticipatory set the children are
to be listening to their classmates
presentations, and asking any questions
they may have after a video is done playing
(15minutes)
After the anticipatory set, the students are
Page 3

-group practice
-other
Closure
desks, as they will be working in their table to go back to their table groups, sit down in
group. When they are sitting at their desks, their chairs, and wait for direction.
the teacher will hand out the materials
(2minutes)
needed for their survival kits, and tell the
Listen to directions (1 minute)
children that they are not to open the bags After hearing the directions students will
of materials until after directions are given. go through the items in the bag and, as a
(2 minutes)
group, decide which items belong in the
survival kit, and which you do not. Next
When every group has a bag of materials,
they will glue the items they decide they
the teacher will give directions. Directions
need to their poster board and write why
are: 1) go through the items in the bag
they need that item somewhere on the
and, as a group, decide which items you
need in your survival kit, and which you do board as well. (group practice) (20minutes)
When each group is finished, they may turn
not. 2) Glue the items you think you need
their poster into a teacher and clean up.
to your poster board and write why you
need that item somewhere on the board as (2minutes)
well. Every item needs to be justified.
(teacher input) (1 minute)
While the students are working on their
kits, the teachers will answer questions and
help resolve conflicts if they arise. (guiding/
check for understanding) (20minutes)
After the kits are complete, the teachers
will collect the posters, and help the
children clean up (2minutes)
To conclude the lesson, the teacher will set the survival kit posters on the round table by
the sink and allow the students to view other groups. We will then come back to whole
group, while the children are lined up for lunch, and discuss which items some groups had
in their kits and others did not, and have the groups explain why.
Page 4

Differentiation
Assessment
Modify: ____ will have his para near him during the group work portion of the lesson, to
facilitate friendly group interaction, and keep him on task.
Extend: Students who finish quickly will be asked What other items would you add to
your kit, and why? They will be encouraged to draw more items onto their poster and
add descriptions of why these items are needed.
Assessment will be listening to the childrens conversations about severe weather in their
groups, and by looking at each groups poster to assess if each item has a reasonable
description of why they would need it to survive severe weather. Pictured below are the
different groups posters.
Page 5
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Page 7

Each group presented a survival kit poster that contained reasonable descriptions of why each
item belonged in the kit. Some groups thought outside the box and added items I did not
include in their original bags, such as snow pants and jackets and added descriptions of why
they needed those items in their kits. This demonstrated an understanding of severe weather
and ability to place themselves in severe weather scenarios to understand what they would
need. Some reasons for including items were silly. For example, one groups reasoning for
having canned food in the kit was in case you dont want to go upstairs and youre hungry.
This response makes sense but did not show an understanding of the need. With some guiding,
that group rethought their response and changed it to something like you need canned food
just in case you cant get upstairs because of a storm.
teach again?
I had the students work in their table groups, which worked fine. If I were to teach the lesson
again, I would ensure that there is a child from each severe weather group in the survival kit
groups, and they could be the expert on that type of weather and items needed to survive that
force.
Page 8
The next three lessons I teach will be a shift from Earth System Science to Physical Science and
will focus on force and motion.
Page 9

Teacher: Christie Crowe
Date:
Grade Level:
2nd
Title: May the force be with you
11/7/16

Lesson #:_1_ of _3_
Standard 1. Physical Science 1. Changes in speed or direction of motion are caused by forces
such as pushes and pulls

In many recreational activities, such as tug-of-war, there is a relationship between forces
and changes in motion.
How does applying a force affect the way an object moves?

By the end of the lesson, I will be able to identify three examples of push, three of pull, and three of
both, in my school environment.
I can: Identify examples of push and pull in the environment around me.
This means: I understand what push and pull mean.
a. Identify and predict how the direction or speed of an object may change due to an
outside force (DOK 1-2)
Page 1
Page 2

Anticipatory Set
mind.
Procedures
minutes.)
-teacher input
-modeling
-guided/unguided:
May the force be with you
55minutes
Materials: worksheets, clipboards, pencils, examples of push and pull (classroom
materials. Playground equipment, etc.)
At the rug, I will ask the students to move an object without touching it or moving. When
they conclude that its impossible, I will ask them how they know that, and guide the
conversation toward discussing force and motion. Afterward we will discuss what force
and motion are to lead into push and pull.
Teacher Actions
After the anticipatory set (10 minutes) the
teacher will ask the students to think of an
example of push and pull in their heads and
share it with one person next to them, then
the teacher will call on a few children to
share with the class (5 minutes). This will
help the teacher know if they understand
push and pull well enough to move on to
the activity.
After they have shared two or three solid
Student Actions
Students will come in from recess and find
a seat on the rug. The students will engage
in a conversation about what force and
motion are, and more specifically push and
pull. (10 minutes)
The students will think of an example of
push or pull in the classroom and share it
with a partner, and those called on will
share with the class. (5 minutes)
After they share their examples, they will
Page 3

-group practice
-other
Closure
examples of push and pull, the teacher will

ask the students to grab their clipboards
and a pencil from their desks and meet
back on the carpet to get a worksheet.
(pictured below) (2 minutes).
Once every child has a worksheet, they will
be instructed to find and record an example
of push, pull, and both in the classroom.
(10minutes)
Once every student has found one example
of each in the classroom, we will go out to
the playground and find two more
examples of each. (15 minutes)
Once everyone finishes their search, they
the entire class will come together on the
playground and discuss what they learned.
The teacher will ask the students to share
with the class what a push is, and show one
example of a push on the playground, the
same process will be done for pull and
both. (10minutes)
After the recap, the students will take their
worksheet off their clipboard, hand a
teacher their paper, and line up to go back
inside. (3 minutes)
go to their desk, grab a clipboard, and

pencil, and come back to the carpet to get
a worksheet. (2 minutes)
After the students get their worksheets,
they will, individually, draw an example of
push they notice in the classroom, an
example of pull, and an example of
something that uses both push and pull (10
minutes)
Once they find all three examples, they can
help other students find theirs.
When everyone is finished finding and
drawing thee examples they will line up at
the door to go outside and look for two
more examples of each, on the playground
(15 minutes)
If they finish, they can help another student
find examples.
Once everyone is done, the students will
form a circle on the playground and recap
what they learned. Students willing to
share, can provide the definition of one of
the terms (push, pull, or both) show the
class their example, then draw it on the
white board the teacher has, to show
where the push and pull are coming from.
(10 minutes)
After sharing, students will take their
worksheets off their clipboards, give it to a
teacher, and form a line to go back inside.
(3 minutes)
While we are still out on the playground, students willing to share, can provide the
definition of one of the terms (push, pull, or both) show the class their example, then
draw it on the white board the teacher has, to show where the push and pull are coming
Page 4

Differentiation
Assessment
from. (10 minutes)
Modify: ____ will work in close proximity to his para to ensure he stays on task.
Extend: Those who finish early, can help peers find examples of push and pull in their
environment.
Teachers will listen during the sharing portions of the lesson for language and
understanding of the terms push and pull. Worksheets will also be collected at the end
and reviewed to identify whether the students understood where the force was coming
from in their examples.
Page 5
Page 6
Page 7
Page 8

From listening to the childrens examples given at the end of the lesson, it was clear that most
the class understood what push and pull are. The worksheets also show a great of
understanding. The three examples above are a fair representation of the understanding most
students displayed. I would say that most of the children can give at least three examples of
push and pull in the environment around them.
teach again?
I think the lesson went well, and I do not think I would change anything.
For the next lesson, we will continue to talk about force and motion. We will experiment with
objects and ramps, and discuss friction.
Page 9

Title:
Date:
Grade Level: 2nd
Friction as a force
11/14/16
Lesson #:2__ of __3
Standard 1: Physical Science. 1. Changes in speed or direction of motion are caused by forces
such as pushes and pulls

Understanding properties of objects makes our lives easier by applying what we
know about how forces can affect objects such as tires, bicycles, and snow throwers.
How do an objects properties affect how it will move when a force is applied?

By the end of the lesson, the students will be able to form hypotheses based on their knowledge of an
objects properties.
I can: Use knowledge of an objects properties to make hypotheses.
This means: I understand what properties are, and the affects they can have.
Analyze and interpret observable data about the impact of forces on the motion of objects
(DOK 1-2)
Page 1
Page 2

Anticipatory Set
mind.
Procedures
minutes.)
-teacher input
-modeling
-guided/unguided:
Friction as a force
50 minutes
Materials: Personal white boards, lab report form, pencil, rock, flat marble, foam block,
penny
To get the students thinking about friction as a force, I will have them first recap what
they know about force and motion. After they define what force and motion are, I will
have them rub their hands together and ask them what they notice. Hopefully, they will
notice that their hands get hot. I will ask them; why did your hands get warmer? What
force was causing them to warm up? After the students make their guesses, I will
introduce friction.
Teacher Actions
First, I will introduce friction using the
anticipatory set above. This will take place,
whole group, on the carper. (15minutes)
After friction is introduced, I will have them
think about what properties an item that
creates a lot of friction would have. (2
minutes).
With that thought in their heads, the
students will be instructed to return to their
desks, where the material, listed above, will
Student Actions
Students will listen and engage in the
anticipatory set (15 minutes).
After the teacher introduces friction and
properties, the students will think about
properties of an object that creates a lot of
friction. (2 minutes)
Students will return to their desks (1
minute).
When students are at their desks, they will
receive the question we are trying to solve
Page 3

-group practice
-other
be waiting for them. (1 minute)

After the students are at their desks, Maria
and I will tell them that we are going to be
using the objects on their desks to answer
the question which object travels down
the ramp the fastest? and that they need
to 1) create a ramp 2) form a hypothesis 3)
test their hypothesis 4) write down their
procedures 5) write down their results and
conclusions. (independent practice) (30
minutes)
Once the 30 minutes are up, the students
will come back to whole group and discuss
their findings. First, I will ask the students
what they hypothesized would happen,
having them raise their hand if they
thought the rock would travel the fastest, if
the marble would travel the fastest, if the
penny would travel the fastest, or if the
foam cube would travel the fastest. (1
minute)
Next, I will instruct the students to put their
four objects away, putting the fastest
object away first, then the second fastest,
etc. This will show what the students
discovered. (2 minutes)
After the objects are put away, as a class,
we will discuss why they think the marble
traveled the fastest, and the foam block
the slowest. (checking for understanding)
(7 minutes)
Closure
Once the students have conducted their experiments, they will come back to whole group
and discuss their findings. First, I will ask the students what they hypothesized would
which object travels down the ramp the

fastest? and that they need to 1) create a
ramp 2) form a hypothesis 3) test their
hypothesis 4) write down their procedures
5) write down their results and conclusions.
(independent practice) (30 minutes)
Once the 30 minutes are up, the students
will come back to whole group and discuss
their findings. Students will raise their hand
if they hypothesized that the rock would
travel the fastest, if the marble would
travel the fastest, if the penny would travel
the fastest, or if the foam cube would
travel the fastest. (1 minute)
Next, the students will put their objects
away, putting the fastest object away first,
then the second fastest, etc. This will show
the students results. (2 minutes)
After the objects are put away, as a class,
we will discuss why they think the marble
traveled the fastest, and the foam block
the slowest. (checking for understanding)
(7 minutes)
Page 4

Differentiation
Assessment
happen, having them raise their hand if they thought the rock would travel the fastest, if
the marble would travel the fastest, if the penny would travel the fastest, or if the foam
cube would travel the fastest. (1 minute)
Next, I will instruct the students to put their four objects away, putting the fastest object
away first, then the second fastest, etc. This will show what the students discovered. (2
minutes)
After the objects are put away, as a class, we will discuss why they think the marble
traveled the fastest, and the foam block the slowest. (checking for understanding) (7
minutes)
Modify: Lesley, Maria, or I will help students who are struggling by scaffolding their lab
worksheets; writing down the question, talking about their hypothesis, and talking
through procedure and writing down numbers for each step.
Extend: What happens when you flip the board over (the other side is bumpy)? Is the
fastest object still the fastest object when using the other side?
To assess the objectives, Maria and I will review what each student wrote down for their
hypotheses and ask them why.
Page 5
Page 6
Page 7

Based on the students hypothesis, I think they understood how the properties of the objects
used affected how fast they would move down the ramp. To create the ramps, the children
decided collectively that they would use their math books to prop up their white boards.
However, this did not make the ramp steep enough and the objects did not slide down. The
students demonstrated excellent problem solving skills by creating a plethora of new ways to
make a ramp, some pictured above. Although problem solving skills were not what the lesson
set out to assess, I think the creative thinking used to create ramps is worth noting.
teach again?
I noticed many of the student had a difficult time with the procedures portion of the lab
handout, and could use more scaffolding in that area.
For the next lesson, we will talk more about properties, to expand on the topic. We will also use
the lab report hand out once again, but we will be sure to scaffold the procedures section.
Page 8

Teacher: Maria Binkley and Christie Crowe
Date: 11/16/16
School: Shepardson Elementary School Grade Level: 2nd
Title:
Starting and Stopping motions (Domino trains)
Lesson #: 3 of 3
Science 1.1 Changes in speed or direction of motion are caused by forces such as pushes and pulls.

1. Objects move only when a force is acts upon it, such as a push or a pull.
2. Predictions can be made about how an object will move based on the outside force acting upon
it.
3. Force and motion are observable.
1. What must be known about force to predict how it will change an objects motion?
2. How does applying a force affect the way an object moves?
3. How do an objects properties affect how it will move when force is applied?
By the end of their experiment, the students will understand that a force is needed to set the dominos in
motion, and that the dominos must hit one another in order to keep the chain reaction going.
I can:
1. Explain what kind of force is acting on an object such as push, pull, gravity, or friction.
2. Describe how an object moves when I apply a gravity, friction, push or pull on an object.
3. Describe the properties of the object that will affect how it moves when I apply an outside force
to it.
This means:
I understand that a force is acting on the object to send it into motion.
I understand what properties are and can describe the properties of an object.
Page 1

I can use my knowledge of properties and forces to predict what will happen when I space the dominos
farther, and closer together (hypotheses).
a.
Identify and predict how the direction or speed of an object may change due to an outside force
(DOK 1-2) (the students will write a hypothesis about how the spacing of the objects will affect the chain
reaction)
b.
Analyze and interpret observable data about the impact of forces on the motion of objects (DOK
1-2)(the students will observe how the dominos fall at different spacings)
Page 2

Domino train/chain reactions
Anticipatory Set
mind.
Procedures
minutes.)
-teacher input
Review forces.
Lesson, about 10-15 minutes. Activity about 30. Total: approx. 45 minutes.
enough dominos for each group to get 20
pencils
research notebook/paper
ruler
doc cam for demonstrating.
Talk about the students findings from the friction activity (review properties, push, pull,
etc.)
Teacher Actions
Maria: Weve been talking about force
and motion these last couple of weeks.
What are some of the different types of
forces?
Allow for students to answer.
Student Actions
Looking for pushes, pulls, gravity, and
friction.
What did we learn about the objects when
Students answer: An objects properties
Page 3

-modeling
-guided/unguided:
-group practice
-other
they went down the ramp? Think to

yourself and then raise a quiet hand.
Allow for students to answer.
change how the force of friction acts on it.

Keywords: properties.
Students answer: looking for the
bumpiness of the rock, the foaminess of
the cube, etc.
Christie: The smoothness of the marble is

a property of the marble. All matter has
properties. What other properties did you
notice about the objects we used? Think
about it and tell your neighbor
Allow for students to answer, 30sec.
Bring the class together and have them
answer.
We are going to do another activity, using Looking for: push and you are AKA the
the same worksheet as the friction activity. teacher. Nothing happens to do the
What is a chain reaction? Do you think that domino if no force is acted on it.
there is force happening in a chain
reaction?
With doc cam, place two dominos on end.
Ask students to think about what kind of
force is acting upon the dominos and who
is doing it? Who is acting on the second
domino? After the children answer, ask
what would happen if there was no force
acting on the first domino.
Right! Nothing will happen to it because
for motion to happen, there needs to be an
acting force first. But did I need to also
push down the second domino? No,
because I started a chain reaction. Now
Page 4

Mrs. Binkley is going to tell us what well be
doing next.
Maria: Well break up into table groups.
Each group will be getting 20 dominoes.
Then youll be setting two rows of 10 up on
their end like this. One row will have 1 inch
between each domino. With the other row,
you can decide if you want them closer
together or farther apart. Describe what
you see. Think about how different each
line is moving and why? Before you get
your dominoes, youll need your pencil,
clipboard, and your sheet for writing down
your notes. Remember, we start with a
question, then come up with a hypothesis.
Closure
Students will go back to their desks, grab a

pencil, and wait for materials to be passed
out (dominos, lab sheets, tape). (1 minute)
Once each table has their supplies, they
need to 1) come up with a hypothesis and
write it on their lab sheet. 2) Plan how they
are going to test their hypothesis. 3) Test
their hypothesis 4) Write down their
procedure and results. (30minutes)
When students finish, they can test other

hypothesis or play with math
manipulatives while they wait for the rest
of the class.
When everyone is finished, or nearly
finished with the activity, the class will
meet whole group on the rug for closure.
(5minutes)
The students will come back to whole group and discuss what hypothesis they tested, and
the results with the class. We will discuss why they think the spacing affected the chain
reaction.
Page 5

Differentiation
Assessment
Modify: ____ will work with a group of classmates, but ____ will be close by to assist
where help is needed (either social or work related)
Extend: Make hypothesis about what would happen if properties of the chain reaction
were different (if you push the last domino first, of the dominoes were on an incline,
etc.)
a.
Identify and predict how the direction or speed of an object may change due to
an outside force (DOK 1-2) (the students will write a hypothesis about how the spacing of
the objects will affect the chain reaction)
b.
Analyze and interpret observable data about the impact of forces on the motion
of objects (DOK 1-2) (the students will observe how the dominos fall at different spacings)
Page 6

Every child was able to write a hypothesis about how spacing would affect the chain reaction.
They also were able to observe how the spacing affected their experimental domino row
against their control row, and write down their observations.
teach again?
I wish we would have opened with a fun domino video to get the children excited about
working with the dominos. We could have played an intricate domino video and asked them
how important they think spacing between the dominos is when planning an elaborate domino
train. Going off that idea, I would have liked to close with the class creating one long domino
train that we could have videotaped and put on seesaw for them to watch later, or for next
years class to top!
The students used rulers and yard sticks for this lesson and had to create a control train
(dominos each one inch apart) and an experimental train (spacing of their choosing). When
walking around we noticed that some of the control trains were not one inch apart. When
asked, one child told us he used the little inches to set his train up. I think a short lesson on
measurement would be beneficial. I also noticed a lot of kids measuring themselves or fiends,
so tying that into the lesson would be fun!
Page 7
Assessment of Lessons
Lesson One
Lesson one aimed to meet the science standard 3.1; weather and the changing seasons
impact the environment and organisms such as humans, plants, and other animals. The objective
was that by the end of the lesson, every student will be able to write a small moment story about
a time weather impacted their lives.
Pre-assessment
To assess the childrens previous knowledge, the class came together and discussed what
they knew about weather. I asked the class questions such as does the weather impact what you
wear to school, what activities you do, or what you eat. Based on their answers, it was clear that
the children saw a cause and effect connection between weather and their daily lives.
Post-assessment
Assessment was in the form of evaluating the students individual small moment
writings. I looked for what the child had planned to do, what type of weather changed their plans,
and what they did instead. The goal of the lesson was to help the children understand the cause
and effect relationship between weather and their daily lives. Below are three student samples.
The student is secure in her understanding. She has a clear plan, to go to the pool. A clear
weather condition, thunderstorm. She also describes what how the weather changed their plans,
she had to stay home. The second sample I would also classify as secure. He has a clear plan, the
pumpkin patch. A clear weather event, snow/sleet. He also has a clear new plan, watching TV.
The sample on the far right I classified as developing. He discusses how he was driving to
Denver, which is his initial plan. He then writes that he rolled the window down but had to roll it
back up, but was still able to go to Denver. He does not have a clear cause and effect related to
weather, so it is unclear if he understands the cause and effect relationship between weather and
his daily life.
Lesson two
The lesson was meant to meet standard: 4. Research and Reasoning. 1. Reference
materials help us locate information and answer questions. To do this the children were put into
cloud groups and asked to find information in the books provided about weather, and give a
presentation to the class on their cloud group.
Pre-assessment
To assess the students previous knowledge, we had them meet whole group and asked
them how we would find information in a book about something specific. From their responses,
it was apparent that the class did not know how to use a glossary or appendices of a non-fiction
book.
Post-assessment
To assess whether the students met the lesson objectives (Identify a specific question and
gather information for purposeful investigation and inquiry and use text features to locate,
interpret, and use information (table of contents, illustrations, diagrams, headings, bold type)), I
looked for accurate and sufficient information on their cloud groups in their presentations. Three
of the four groups were secure in their understanding, and had accurate and sufficient
information. However, one of the groups was classified as developing, as they did provide
accurate information, but not a sufficient amount.
Lesson three
The lesson aimed to meet standard: 3. Earth Systems Science 1. Weather and the
changing seasons impact the environment and organisms such as humans, plants, and other
animals. The objective was to create a severe weather survival kit based on the information they
learned from their classmates severe weather presentations.
Pre-assessment
Students were grouped and asked to research a specific type of severe weather. They
gave presentations on their severe weather to the class. Students were also asked to share their
knowledge on each severe weather type after each presentation.
Post assessment
Assessment was done by listening to the childrens conversations about severe weather in
their groups, and by looking at each groups poster to assess if each item had a reasonable
description of why they would need that item to survive severe weather. Pictured below are the
different groups posters. Each group presented a survival kit poster that contained reasonable
descriptions of why each item belonged in the kit. Some groups thought outside the box and
added items I did not include in their original bags, such as snow pants and jackets and added
descriptions of why they needed those items in their kits. This demonstrated an understanding of
severe weather and ability to place themselves in severe weather scenarios to understand what
they would need. Some reasons for including items were silly. For example, one groups
reasoning for having canned food in the kit was in case you dont want to go upstairs and youre
hungry. This response makes sense but did not show an understanding of the need. With some
guiding, that group rethought their response and changed it to something like you need canned
food just in case you cant get upstairs because of a storm. Below are two examples of students
posters. The first poster I believe is secure. They have a reasonable and weather related reason
for each item in their kit. The second is developing. They have reasons for each item. However,
their reasoning for some is not weather related and just describes why someone would need that
item in a general sense.
Lesson four
Lesson four was aimed to address Standard 1. Physical Science 1. Changes in speed or
direction of motion are caused by forces such as pushes and pulls. The objective of the lesson
was; By the end of the lesson, I will be able to identify three examples of push, three of pull, and
three of both, in my school environment.
Pre-assessment
To assess the students prior knowledge of the subject the class talked in whole group
about what force and motion are. There was some confusion about force being related to Star
Wars, but otherwise, the terms seemed new.
Post assessment
To assess the students understanding; I had the children fill out a worksheet and assessed
their answers. I looked for clear and accurate examples of push, pull, and push and pull. Below
are two student samples. The first shows nine clear and accurate examples push, pull, and both. I
classified his understanding as secure. The second has nine examples, however they are not clear
as to what they are. I would say his understanding is developing.
Lesson five
Lesson fives objective was; by the end of the lesson, the students will be able to form
hypotheses based on their knowledge of an objects properties.
Pre-assessment
To assess the students previous knowledge, I asked them whole group what a hypothesis
is. The clearly understood that a hypothesis is an educated guess.
Post assessment
Based on the students hypothesis, I think they understood how the properties of the
objects used affected how fast they would move down the ramp. I looked for plausible and
knowledge based hypotheses. Below are two student samples. The first shows a secure
understanding in that the child describes what they think will happen and explains why they
think it will happen based on their prior knowledge. The second demonstrates a developing
understanding. He has a hypothesis, but its not clear that he used prior knowledge to make his
guess.
Lesson six
The objectives for this lesson are; explain what kind of force is acting on an object such
as push, pull, gravity, or friction, describe how an object moves when I apply a gravity, friction,
push or pull on an object, describe the properties of the object that will affect how it moves when
I apply an outside force to it. It aimed to meet science standard 1.1 Changes in speed or direction
of motion are caused by forces such as pushes and pulls.
Pre-assessment
The class talked whole group about what they knew about what they know about force
and motion. They understood what force and motion is, were able to give examples of push and
pull, and describe what a property is.
Post assessment
I looked for the childrens ability to describe how the properties of the experiment
changed the result of the domino train. Every child was able to write a hypothesis about how
spacing would affect the chain reaction. They also were able to observe how the spacing affected
their experimental domino row against their control row, and write down their observations.
TWS Reflection
Written reflection on lesson delivery:

What went well?
The students were on task during much of the lessons, and the majority of children were able
to meet the lesson objectives. The students in the class were very well conditioned to follow
directions and stay on task, due to their teachers excellent classroom management. They were
even able to stay on task the day we looked for push and pull examples on the playground, with
only an occasional redirect.
What problems did you encounter?
A difficult element of the lessons was small group work. Lesley, Maria, and I would often
collaborate and pick groups for the children to work in, based on their academic and social skills.
At the beginning of the semester, groups would often struggle to work together and tell an adult
any time there was a disagreement or problem within their groups. The first group project Maria
and I led was the cloud expert groups. All the students were able to finish the project. However,
two children were asked to leave their original groups, by other members, because of lack of
participation. They ended up forming their own group and presenting on a different cloud group.
With each group project, we gave clearer instructions to ensure clarity, and told the students that
they needed to try to resolve issues in their groups first, and ask an adult if a problem got too big.
Afterwards, there was more collaboration among the groups and less tattling to an adult about
group members.
What did you learn?
I learned a lot from my lesson delivery in this semester. Effective classroom management
skills, how to implant love and logic, and ensuring clarity of objectives and instructions are the
biggest takeaways from lesson implementation.
Would you do anything differently, if anything?
If I were to teach these lessons again, I would be sure to include more specific instructions. I
allowed for a lot of ambiguity in the direction my lessons went at the beginning of the semester.
For example, the cloud expert groups, and the severe weather survival kit groups. While the
outcomes of the lessons were positive, there was a lot of disagreement within the groups which I
think would have been lessened had my instructions been more concise.
What would be your next steps with the students you taught it you were the classroom teacher?
If I were the classroom teacher, my next steps would be to evaluate the students ability to
apply what they learned about force and motion and weather into a real-world problem.
Something like creating a structure that would keep an object or animal safe during Colorados
severe winter weather and discuss how it needs to withstand wind and other natural forces. This
project would allow the teacher to evaluate the students understanding before moving onto the
next unit.
What did you learn about yourself as a teacher from this teaching experience? Include your
thoughts about your evolving philosophy, personal and professional goals, and any additional
reflections.
I loved my placement! My mentor teacher was amazing, and she taught me so much
about how to effectively implement love and logic into a classroom, as well as assess what a
student needs. Prior to my placement, I was weary of STEM schools and thought they would not
align with my teaching philosophy. However, I saw a lot of excellent thinking from the students
this semester, and it has changed how I feel about STEM. I am truly grateful to have had the
opportunity to work alongside such an amazing teacher and learn from such inspiring students.
My goal for this upcoming semester is to find the underdeveloped areas in my teaching, and
work with my cooperating teacher to scaffold my abilities in those areas.

Tws Project

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Tws Project

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Classroom Profile

Fort Collins Demographics:

Instructional Methods and Context

Findings of Observation and Assessment

School: Shepardson Elementary

Weather and everyday life

Content Area: Science

Evidence Outcomes: (Knowledge/ Skills, Lesson Objectives)

Assessment of Evidence Outcomes:

Planned Lesson Activities

When Weather Changed my Day.

Paper and pencils

Post Lesson Reflection

STEPP Lesson Plan Form

Content Area: Reading, Writing,

Understandings: (Big Ideas)

Evidence Outcomes: (Learning Targets)

I can: Use non-fiction texts to find specific information.

Colorado State University College of Health and Human Sciences

STEPP Lesson Plan Form

Colorado State University College of Health and Human Sciences

STEPP Lesson Plan Form

Planned Lesson Activities

Colorado State University College of Health and Human Sciences

STEPP Lesson Plan Form

support and will provide support or

Once in their groups, they will send one

Colorado State University College of Health and Human Sciences

STEPP Lesson Plan Form

Colorado State University College of Health and Human Sciences

STEPP Lesson Plan Form

Post Lesson Reflection

Colorado State University College of Health and Human Sciences

STEPP Lesson Plan Form

Severe Weather Survival Kits

Content Area: Science

Understandings: (Big Ideas)

applicable questions from standard)

Evidence Outcomes: (Learning Targets)

Colorado State University College of Health and Human Sciences

STEPP Lesson Plan Form

Colorado State University College of Health and Human Sciences

STEPP Lesson Plan Form

Planned Lesson Activities

Severe Weather Survival Kits

Colorado State University College of Health and Human Sciences

STEPP Lesson Plan Form

Colorado State University College of Health and Human Sciences

STEPP Lesson Plan Form

Colorado State University College of Health and Human Sciences

STEPP Lesson Plan Form

Colorado State University College of Health and Human Sciences

STEPP Lesson Plan Form

Colorado State University College of Health and Human Sciences

STEPP Lesson Plan Form

Post Lesson Reflection

STEPP Lesson Plan Form

Colorado State University College of Health and Human Sciences

STEPP Lesson Plan Form

Title: May the force be with you

Content Area: Science

Understandings: (Big Ideas)

Evidence Outcomes: (Learning Targets)

Lesson #:2 of 3