Teaching Work Sample

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Teaching Work Sample
Connor Nagel
Seed Dispersion Unit
Madison Elementary School
2nd Grade
Fall Semester
2019
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Table of Contents
CONTEXTUAL FACTORS
School
Classroom
Implications for Instruction
GOALS AND OBJECTIVES
TIME LINE
Unit Lesson Plan Time Line
LESSON PLANS
Lesson Plans Reflection Log
ASSESSMENT
Pre-Assessment
Ongoing Assessment
Post Assessment
DATA ANALYSIS
Individual Students
Whole Class
RECOMMENDATIONS
SUMMARY OF STUDENT PROGRESS
Example: Letter to Parents
Example: Website posting regarding unit
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CONTEXTUAL FACTORS:
Madison Elementary
Community
Madison, SD is a small urban city in South Dakota. It has a population of 7,437 (US
Census Bureau, 2018) with 93% of the population being Caucasian. Madison had an average of
2.41 people per household between 2013-2017 (US Census Bureau). The amount of people that
were a high school graduate or higher is 92%. The percent of people with a disability, under the
age of 65 years is 9.2%. The poverty rate in Madison, South Dakota is at 22.7%. In the
elementary school, 33% of the students qualify for free and reduced lunch.
School
For the 2019-2020 school year Madison Elementary had 556 students enrolled. They have one
teacher for every 13 students in the school. The elementary school ethnicity is mostly two
ethnicities, 86% white and 7% Hispanic with a small percentage of African American and Native
American. Test scores in Madison elementary are above the state average. Their math scores are
in the 57th percentile, English scores are in the 63rd percentile, and their science scores are in the
77th percentile. Madison elementary is a Title I school, which means they do qualify for
additional support in reading and math programs. In the elementary school 33% of the students
come from low income families and can receive free and reduced lunch if they apply and qualify.
School
The 2nd grade pod at Madison Elementary is consisted of 4 classrooms. The class is made
up of 24 students, 12 boys and 12 girls. It is not a very diverse classroom, there are only two
students who are not Caucasian. There are no English learners in this classroom and no students
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with educational IEP’s. There is one student who is on an IEP, but it is more behavioral and
social needs. The classroom is arranged in pods, with flexible seating around the classroom.
There are wobble chairs, stools, pillows, balance boards, and standing desks. Students could
choose where they sat at the beginning of the year and they could continue to choose where they
sat until they misbehaved. Every morning when the students come in, they always start their day
off with brain bins. Each pod has a different brain bin that has some sort of STEM activity inside
it. Once we are done with brain bins, we meet in the back of the classroom on the rug for our
morning meeting. The students have a morning greeting that they do to their classmates every
morning and a morning message that they read as a whole class. This routine helps the students
come in and get their feet under them before they begin their day. Following morning meeting
the students then go to their desks to work on handwriting and word work before specials.
Another routine that they are currently working on is daily 5. This is the routine is based of their
reading and writing levels and they would do this routine when they come back from recess at
11. The students have the choice to choose what station they want to go to if they are not at the
back table working with the teacher in a small group. The stations that are available are read to
self, read to someone, word work, listen to reading, and work on writing. The final routine of the
day is their math rotations. Once again, these rotations are based off of their ability. There are
four rotations during math, small group with a teacher, technology, work at desk, and a math
game. Each math rotation is 15 minutes allowing us time to clean up and get ready for our
afternoon recess. The students have 4 specials that they go to twice a week along with guidance
once a week, gym, library, music, and computers.
Instructional Implications
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Since Madison is a Title I school, there are 14 students who receive intervention for
reading and math, 2 of the students in this classroom we in both math and reading intervention.
Which means I have to be specific when giving instructions during my lessons. These students
will need additional support, which can include small groups or one on one assistance with
myself or with a Title I teacher. To ensure that these students are making progress I will have to
use a mixture of formative and summative assessments.
There is no para professional in the classroom to provide assistance for students since we
have no students on IEP’s. Students who are struggling or need assistance can often get lost in
the crowd of students. With only one classroom teacher usually in there and 24 students it can
get overwhelming. With myself in there along with my cooperating teacher it does give the
students an extra helper who can help smooth things out within the classroom and help answer
questions.
With having so many students in a small 2nd grade classroom can be challenging.
Students can often get distracted and become bored with the lesson. A challenge is going to be
keeping the students engaged in the lesson and giving them brain breaks with the lessons are
longer than usual. Keeping the lessons fun and engaging will keep the students interested in
lesson and allow them to get the most out of the lesson. We have created small groups and used
partner work as a way to keep the students engaged.
My cooperating teacher has 26 years of experience, and it has been a great advantage for
me. She has gathered all different kinds of resources and instructional strategies. When giving a
lesson she offers advice and constructive criticism. We use a smart board in the classroom to
help engage the students with videos, lessons, and manipulatives. Each student also has their
own chrome book that we use in the classroom. We assign reading assignments off Pearson and
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work with math on IXL. She has great book collection in her classroom for her students to
choose from. This encourages the students to read and gives the students the opportunity to pick
a book that they want and are interested in. With all of these implications, it is crucial to be
aware of these. These implications are going to help me become better with my instruction and
learn from my lessons. All students need that one on one assistance and especially the students
who struggle with academics. I need to take advantage of having my cooperating teacher in the
classroom with me because when I have my own classroom, I may not have that luxury.
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Standards and Objectives.
Goals and Standards

2-LS2-2 Develop a simple model that mimics the function of an animal in dispersing seeds
or pollinating plants.
Students will become familiar with:
-Seed dispersion and how it is needed for plants to grow and continue to live.
- How animals can help with plant dispersion.
-Weather and natural causes help with seed dispersion
Unit Objectives:
After our seed dispersal unit that covers the relationship between seeds and
animal, students will be able to complete their post-test with a class average of at least 80%
accuracy.
Lesson Objectives:
Lesson 1:
- Identifying what seed dispersion is with 90% accuracy.
- Identifying the different ways seeds are spread with 90% accuracy.
Lesson 2:
- Identifying pollen and what pollination is with 90% accuracy.
- Identifying the relationship between pollination and seed dispersal with 90%
accuracy.
Lesson 3:
- Identifying how animals help seeds travel with 90% accuracy.
- Identify different types of animals that help with seed dispersal.
Lesson 4:
- Identifying how different types of seeds travel with 90% accuracy.
- Identify how the environment and animals help with seed dispersion with 90%
accuracy.
Lesson 5:
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- Identifying why seeds are shaped differently with 90% accuracy.

- Identify how the shape of the seed can affect the way the seed moves with 90%
accuracy.
Lesson 6:
- Identifying why seeds are shaped differently with 90% accuracy.
- Identify how the shape of the seed helps the seed move with 90% accuracy.
Lesson 7:
- Create an animal-like body covering to mimic seed dispersal.
- Determine the effectiveness of different materials.
Lesson 8:
- Create an animal-like body covering to mimic seed dispersal.
- Determine the effectiveness of different materials.
Timeline
Date of Lesson Lesson # Main Activities in Each Lesson
10/07/19 Pre-Test Pre-test is taken.
10/08/19 Lesson 1 Intro: Reading Activity
Content: Whole class reading “Flip,
Float, Fly- Seeds on the move”.
Closure: Verbal recap and graphic
organizer. Expectations for pollen
activity.
10/09/19 Lesson 2 Intro: Experiment
Content: Pollen experiment. Students
will see how pollen sticks to animals
and is transferred.
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Closure: Graphic Organizer. Quick

introduction to our next lesson.
10/10/19 Lesson 3 Intro: Reading Activity

Content: Reading about animals
moving seeds. The students will read
with me a passage about animals
moving seeds and will watch a short
video about it.
Closure: Class will create a list of local
animals that help with seed dispersal
and different things in our environment
that help.
10/15/19 Lesson 4 Intro: Seed dispersal activity

Content: The students will conduct an
experiment in their pods and test
different types of seeds and ways they
move.
Closure: Work sheet, expectations for
Mystery science.
10/16/19 Lesson 5 Intro: Mystery Science

Content: The students worked through
the first part of a mystery science and
answered some questions given to them
in their pods. The students had some
great conversations about how the seed
could have traveled 10,000 miles to the
island.
Closure: We had a conversation and
took a class poll on how we thought the
seed got to the island. We then had a
brief conversation on the next days
experiment.
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10/17/19 Lesson 6 Intro: Mystery Science pt. 2

Content: The students did a challenge
where they worked in groups of three to
create different seed models with paper.
Their goal was to make the seed
properly and then test the to see if their
seeds were able to make it out of the
zone of darkness.
Closure: The students will be in charge
of cleaning up their scraps. Then we will
get an introduction to our STEM activity
that we will be starting the next day.
10/18/19 Lesson 7 Intro: STEM Activity: Seed Transporter

Content: The students were given an
introduction to our STEM activity. We
read a book to refresh our memory
about what we had learned so far. We
will then start filling out parts of our
booklet that goes with our activity.
Closure: The students will share some
of their ideas that they put on their
booklet. After sharing we will have a
conversation about the next part of our
activity.
10/21/19 Lesson 8 Intro: STEM Activity: Seed Transporter

Content: The students started to test
and create their seed transporter. The
students were in charge of testing at
least three materials and recording what
happened when they tested them. Once
their recorded this they were able to
start making their model. After making
and testing their model students finished
their booklet.
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Closure: The students created their

model and put them in the mailbox to
take home. After they finished their
booklets, they turned them into me.
10/22/19 Post Test Post-test is taken

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Lesson Plans
Lesson 1
Name: Connor Nagel
Grade Level: 2nd Grade
School: Madison Elementary
Date: 10/8/19
Time: 2:25
Reflection from prior lesson:
In our last lesson we reviewed plant growth and how sunlight, water, and air affect the
plants growth. Students were observing their independent variables and their dependent
variables grow and making a chart of the growth of their plants. We had a discussion as a
class as to why plants without water didn’t grow and why plants without sunlight didn’t
grow. I felt that it was time to move on to seed dispersal because the students were doing
great and we took our pre assessment this day.
Lesson 1
Summary of student progress Were lesson objectives met?
(What went well?) Yes, students were able to identify what seed
dispersion is and the different ways seeds are
The lesson went well. The students were into
spread.
the book and listened very well. After reading
the book the students had a lot of good
questions that allowed me to talk about some
of the activities, we would do this unit.
Instructional decisions Include in tomorrow’s lesson

Students were able to stay engaged for the Tomorrow I plan on using a hands-on activity
lesson. Introducing it first with a book was a to talk a little about pollen and how
good way to start the lesson. My students pollination helps with seeds. I will use a
love listening to reading so it was very brown bag, powder sugar, Cheetos, and dirt to
effective. During the conversation I did notice help show them how pollination works.
a little side talking which is normal for young
children.
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Lesson Goal(s) / Standards:
2-LS2-2 Develop a simple model that mimics the function of an animal in dispersing seeds or
pollinating plants.
Lesson Objectives:
Identifying what seed dispersion is.

Identifying ways that seed are spread.
Materials Needed:
Flip, Float, Fly- seeds on the move

Graphic Organizer
Markers
Contextual Factors/ Learner Characteristics:
I am teaching in a 2nd grade classroom with 24 students. The class I am in is not a very
diverse group of students. There are no students with an IEP and there are no English
language learners. There is one student that is on a social IEP for personal space and
communicating with his peers. Science is between their last recess of the day and the end of
the day so student can often be anxious to go home. This class does a very good job of
staying on task and loves to be creative and do hands on activities.
A. The Lesson
1. Introduction (5 min)
● getting attention
- Today we begin to learn about seed dispersal. We are going to read a book today
to give us a little introduction to seed dispersal.
● relating to past experience and/or knowledge
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-Last Friday we took a field trip to Lake Madison. While we were there, we got a
little lesson on seed dispersal. Does any remember what we talked about? Over
the next couple days, we are going to learn more about seed dispersal and gain a
better understanding of it.
● creating a need to know
- As you learned on our field trip seed dispersal is important for plants to continue
to grow.
2. Content Delivery (15 min)
● Today we will be learning about seed dispersal and all the things that help with seed
dispersal. I am going to be reading you guys a story today that talks about it. Make sure
we have our listening ears on, and we are paying close attention to the story.
● Go over expectations
● After reading our story we are going to fill out a chart with the different ways that seeds
are spread from the story we just read.
o In our story it talked about many different ways that seeds are spread over a large
area. What are same of the ways we heard in the story? How does wind help?
How does water help? Is their any other weather that could help?
● What if there isn’t rain or wind in the area for a very long time? How else could the seeds
be dispersed. Can we help spread seeds?
● Does the way the seed is formed help with seed dispersal? How does this help? What are
some seeds you know that are made different?
3. Closure (5 min)
● Today we read about seeds and how they are spread to different areas so they can regrow.
We are going to continue to learn about this in the upcoming days. Before we go home
today, we are going to do an exit slip. On the exit slip I want you guys to write one
question you have and one thing you have learned about seed dispersal so far.
B. Assessments Used
Observation
Exit slip
C. Differentiated Instruction
Scaffolding solutions
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If some students are having a hard time understanding the different ways that seeds are
dispersed, help them understand that in order for plants to grow they need to move to the ground.
Seeds are light and can move easily and there are a lot of different things that can move seeds.
D. Resources
Flip, Float, Fly-seeds on the move.
Exit Slip
Lesson 2
Name: Connor Nagel
Date: 10/9/19
Time: 2:25
In our last lesson we started to learn about seed dispersal. We read the section of seed
dispersal out of the book as a class and then filled out a graphic organizer about different
ways seeds are spread. We talked about how the weather and animals play a role in
spreading seeds. Following our conversation, we filled out the graphic organizer and then
talked about the activity we are going to be doing today. While going over expectations and
instructions, I broke the students into their pods for their groups.
Lesson 2
(What went well?) Yes, the students were able to identify what
pollen is. They did struggle a little with
I thought the lesson went well. The students
understanding how pollination helps with
were very engaged and had a lot of fun with
seed dispersal, so we took a little extra time to
this activity. There was a lot of really good
explain that pollination helps grow the seeds
conversation too, talking about what we are
which allows the plants to be active in seed
seeing during the experiment, how we know
dispersal.
its true, and what our outcome is.
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Students were able to stay engaged Tomorrows lesson we are going to be
throughout the lesson. They enjoyed being focusing on how animals and the environment
able to use their hands and see for themselves help with seed dispersal. We will be reading
what it looks like. The classroom got loud at from our book and working in our pods to
times throughout the lesson because so much make a chart.
was going on.
pollinating plants.
Lesson Objectives:
Identifying pollen and what pollination is.
Identifying the relationship between pollination and seed dispersal.
Materials Needed:
Brown paper bag

Flower cut out
Powdered sugar
Cheeto puffs
Bag of dirt
Spray bottle of water

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A. The Lesson
- Today we begin to learn about animals pollinating flowers. People depend on
specific things almost every day in order to live. What are some things that you
depend on every day?
- Think of this past summer, when your outside where do you see butterflies? What
are they doing? Those butterflies and bees sitting on those flowers are pollinating
them.
- In order for flowers to grow seeds they need insects to carry the pollen from plant
to plant.
● To begin today we are going to read from our science book. We will be reading pg. 50-
51. We will be reading a short passage about pollination and what pollen is. Make sure
that we are listening careful because we will be doing a little project after our reading.
Today we will be learning about seed dispersal and all the things that help with seed
dispersal.
● After reading short passage from our science book we are going to do a pollination
activity.
o In our books it talks about insects caring pollen from one flower to the next. We
will be doing a activity that will show the students how pollen sticks to the insects
and travels from flower to flower.
● The students will create a flower out of a paper bag. In each paper bag there will be a
different substance. One bag will have Cheetos, one will have powdered sugar and one
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will have soil. I will spray some water on each student’s finger tips, and they will go
from one bag to the next getting a visual how the substance sticks to their fingers.
o When you go from one bag to the next do you leave some of your substance
behind? Why do you think that happens?
● Following the activity, we will fill out an anchor chart of what we know and our evidence
to go with it.
3. Closure (5 min)
● Today we read about pollination and why it is important for insects to fly from flower to
flower pollinating them. In order to create seeds, the flowers need pollen. Tomorrow we
are going to continue to learn about seed dispersal and how animals and plants work
together.
B. Assessments Used
Observation
Anchor Chart
If some students are having a hard time understanding pollination and how pollen is needed in
order for seeds to grow. We will expand on it and take some time during the activity to break it
down
D. Resources
National Geographic Science book, brown paper bag, Cheetos, powdered sugar, dirt,
flower cut out, anchor chart.
Lesson 3
Name: Connor Nagel
Date: 10/10/19
Time: 2:25
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In our last lesson we talked about the previous lesson and what we learned and did an
activity that had to do with pollen and how insects collect pollen and move them from plant
to plant. We created a connection with the activity and the reading that helped create a
visual of what happens during pollination. The activity gave the students the opportunity to
experience what insects and other animals experience when pollinating flowers. After the
activity we filled out an observation worksheet. The students were to fill out a worksheet of
what they observed during the experiment.
Lesson 3
(What went well?) Yes, the lesson objectives were met students
were able to identify how animals can spread
The students were very hyperactive today. It
seeds, the relationship between animals and
was a bit of a challenge to keep the students
seed dispersal and how the environment helps
focused during the whole lesson. When I did
with seed dispersal.
have them on task they were focused and
worked hard.

During the lesson I did have to move a couple Tomorrows lesson the students will be doing
of students because they were constantly an experiment with different kinds of seeds to
talking. It was hard to keep some of them on see how they travel. They will have a
task. I think with the weather changing I worksheet to fill out with information on how
needed to have something that was a little the seed travels best. They will then have to
more engaging to the students to get the most draw a sketch of the seed.
out of them.
pollinating plants.
Lesson Objectives:
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Identifying how animals can spread seeds.
Identifying the relationship between animals and seed dispersion.
Identify how the environment helps with seed dispersion.
Materials Needed:
National Geographic Book
Graphic Organizer
Markers
A. The Lesson
- Today we begin to learn about animals and how they help with spreading seed.
Animals play in an important role not only in pollinating flowers and plants but
also spreading the seeds around to allow them to grow.
- A couple weeks ago we went on a field trip to Lake Madison. Do you remember
some of the things we talked about with seeds and how they move? Do you
remember some of the animals she said helped move seeds?
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- In order for plants to grow they must be moved from their original plant. Without
the help of animals, the seeds can’t always move and grow.
-
● To begin today we are going to read from our science book. We will be reading pg 56-57.
We will be reading a short passage about how animals help move seeds. We need to
listen closely to what is read. After the reading I will show you guys a short video that
will break it down a little more.
● After reading short passage from our science book we are watching a short video on seed
dispersal.
o In our books it talks about the seed needing to move away from the mother plant
for it to grow properly. If it does not it may not get enough sunlight or nutrients
from the soil for it to grow.
● Following the video, the students will work in their pods to create a list of animals that
we know help with seed dispersal. Once the students have a list created with their pods,
we will make a master list of some of the animals that each pod has on their own list.
o What are some of the animals you thought of? How do you think they help with
seed dispersal? Why do you think that happens?
3. Closure (5 min)
● Today we read and watched a video about animals and how they can start with seed
dispersal. Seed dispersal is important for plants to grow and animals and the environment
plays a big role in that. When we come back from our long weekend we are going to do a
little experiment with seeds and testing how different seeds travel.
B. Assessments Used
Observation
If some students are having a hard time understanding animals and the environment helps with
seed dispersal, we will do a drawing to show how it helps. We will expand on it and take some
time during the activity to break it down
D. Resources
National Geographic Science book, computer, chart.

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Lesson 4
Name: Connor Nagel
Date: 10/15/19
Time: 2:25
In our last lesson we read about animals and the environment and how they both help with
seed dispersal. We also watched a video that talked about seed dispersal which helped with
our understanding of seed dispersal. We created a list of animals that we know help with
seed dispersal along with things in the environment that help with seed dispersal. The
lesson could have been more engaging to help the students get the most out of the activity.
The students were very talkative during the last lesson and we easily distracted. Getting the
students more engaged will create a better learning environment and the students will want
to listen.
Lesson 4
(What went well?) Yes, the lesson objectives were met students
were able to identify how different types of
The students were great today. They were
seeds were able to move and how their
super engaged in the lesson and were asking
environment and animals helped seeds
some really good questions and wanting to
moved. They were able to understand that in
explore the seeds more in depth. They were
plans like south Dakota wind plays a major
asking to take the seeds apart and if the shape
role in seed dispersion and in Mountain areas
of the seed helped with how the seed moves.
gravity and other things played a major role.
Instructional decisions Include in tomorrows lesson
During the lesson I had to pull pods one by Tomorrows lesson the students will be
one over to the fan to work with the wind part starting a mystery science activity. This
of our experiment. The students were able to activity is broken into two parts. The first part
stay under control and work at their pods being a instructional piece and gathering
without me being around the room to monitor. information, and the second part being
The students were very well behaved and carrying out an activity.
engaged in the lesson.
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pollinating plants.
Lesson Objectives:
Identifying how different types of seeds travel
Identify how the environment and animals help with seed dispersion.
Materials Needed:
Seeds
How seeds travel worksheet

Pencil
Fan
Bucket of water
Socks
A. The Lesson
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- We have been talking about seed dispersal and how seeds travel to new places.
Today we are going to do an experiment where you test different types of seeds
and investigate what way those seeds move best.
- Over the past couple days, we have been talking about seed dispersal and all the
different things that help plants. We went on a field trip to lake Madison where
we learned a little about it, we have read out of our book, watched a video and
had good conversations. Can someone remind us some of the things we have
learned so far.
- Seeds move in all different types of ways. Today you guys are going to test some
of those different ways and tell me about some of the seeds that move best in
different ways.
● Today our activity is going to help us get a look at different ways that seeds travel. I will
be giving you guys a worksheet with four squares on it. We will test a number of seeds
and you guys will choose four seeds and draw me a picture of the seed and then tell me
how the seed travels best. We need to take our time and test a seed in different ways
because some seeds can travel more than one way.
● When you guys are testing the seeds, I want you to test them in multiple ways. Don’t just
test them in one environment and if it works stop testing it. Once they have tested it, they
will fill out the worksheet and make a sketch of what the seed looks like. I want you to
think about different questions while doing this worksheet.
o We have learned about how seeds are moved and how they need to move away
from the mother plant in order for them to grow. Today you are going to test
seeds and see which way they move best. What do you notice about the shape of
the seed? Why does it move like that? Is it the only way it moves? Does it hurt the
seed?
● Following the experiment, the students will go back to their desks where they can
continue to work on their drawing and any questions they have.
3. Closure (5 min)
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● Today we had an experiment. What is something that you took away from the
experiment? Just because a seed moves one way does that mean it’s the only way it can
move? There are a bunch of things in the environment that move seeds and each seed can
move in multiple ways. Whether that is rain, wind, animal, or more. Seeds are always on
the move.
B. Assessments Used
Observation
Worksheet
If some students are struggling with the experiment I will be walking around to help. I can ask
questions to spark thinking, and work with them to try and explain it a simpler way for them to
understand.
D. Resources
National Geographic Science book.
Lesson 5
Name: Connor Nagel
Date: 10/16/19
Time: 2:25
In our last lesson we did a seed dispersal activity. In the activity the students were in charge
of testing different types of seeds and seeing which ways they can travel. The students
really enjoyed the lesson. After testing the seeds, the students were to choose 4 seeds and
draw a sketch of them. They then wrote one way that seed traveled on the bottom of the
box. The lesson was very engaging and hands on and the students had a bunch of fun with
it and getting a chance to see a bunch of different types of seeds. The activity went really
well and the kids were asking good questions and were very intrigued in the ways that
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seeds move and were starting to ask questions about the shapes of the plant and why the
seeds need to move away from the plant in the first place.
Lesson 5
(What went well?) Yes, the lessons objectives were met, and the
students were able to understand what we
Students did a really good job with this
were talking about and what we wanted to
mystery science. We did the first part of a
accomplish.
two-part mystery science and the students
absolutely loved it. They watched a couple
videos and had some great conversations to
go with the videos and talking about their
ideas.
The students were very good. At times I did The next lesson the students will be creating
have to get their attention back while they paper models of seeds to see if their seed can
were having conversations. When that make it out of the zone of darkness.
happened, I just did the 3, 2, 1 countdown and
the students were able to gather themselves
and get back on track.
pollinating plants.
Lesson Objectives:
Identifying how a tree travels around the world.
Identify how the shape of the seed can affect the way the seed moves.
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Materials Needed:
Chair
Scissors
Black construction paper
Medium binder clips
Paper clips
Glider, rotocopter, and spinner printout.
A. The Lesson
- We have been talking about seed dispersal and how seeds travel to new places.
Today we are going to do a mystery science and learn how a tree traveled half
way around the world.
- Over the past couple days, we have been talking about seed dispersal and all the
different things that help plants move and survive. We did our seed dispersal
experiment and had our field trip where we learned about seed dispersal too.
- Seeds are constantly moving until they are somewhere, they can grow. We are
going to continue to learn about how seeds move and learn as much as we can
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about seeds so at the end of our unit, we can create a model to show what we have
learned.
● Today we are going to do a mystery science activity. This activity is going to be in two
parts. The first part is instructions and gaining knowledge of what we are doing. Then the
second part of our activity is going to be carrying out our experiment and doing some
investigating. our activity is going to help us get a look at different ways that seeds travel.
In the first part there are some videos that we are going to watch a couple videos and I
want you guys to pay very close attention and see if we can learn something new from
the videos.
● Go over expectations for the activity.
● Students will then go through the activity as a whole class. We will stop in different parts
of the activity to have some conversations and answer some questions that the Mystery
science asks us. Students will talk with their neighbors about what they think.
3. Closure (5 min)
● Today we started our mystery science activity. We gained some background knowledge
from todays lesson and tomorrow we will do the second part of our mystery science.
B. Assessments Used
Observation
Exit slip
If some students are struggling with the mystery science, I will pull them aside and create a
group with some of the struggling students. We will move a little slower than the other groups
and make sure we have a better understanding before we move on.
D. Resources
Mystery science
Lesson 6
Name: Connor Nagel

Page 29
Date: 10/17/19
Time: 2:25
In our last lesson we started a seed dispersal activity from mystery science. The students
were very engaged and had a lot of fun. The students had a couple videos shown to them
about explorers finding a tree on the other side of the world that they thought only grew in
Hawaii. The students were then asked their ideas of how they think it got there. The
students had some very good conversations about their ideas and what they thought could
have gotten the tree seed all the way across the world. The students worked in their pods
and came up with some amazing ideas of how the seed could have gotten there. The
students were super engaged in the lesson and had a lot of fun. They were constantly
raising their hands and having fun with the lesson. When the students learned that we were
doing the second part of the lesson today they were a little disappointed because they just
wanted to keep going and keep working through the Mystery Science activity.
Lesson 6

(What went well?) Once we got past all the chaos the lesson
objectives were met. They could have been
The lesson was very chaotic. The students
met more smoothly but being able to get
were very hyper and did not work well
through it and get the lesson objectives met
together. I needed to break the groups up and
was good.
have them go back to their desks to calm
down. The lesson was more or less a disaster.

The students were working in groups of three Tomorrow we start our final part of our seed
and doing challenges to get their paper seeds dispersal unit. The students will be introduced
done. The students got wild and were not to our activity and we will start working on
working well together and I had to stop the our booklet and read a book to refresh our
lesson multiple times to talk to the class. We memory.
did have to separate some students and at the
end go back and finish working at our classes
quietly.
Page 30
pollinating plants.
Lesson Objectives:
Identifying why seeds are shaped differently.
Identify how the shape of the seed helps the seed move.
Materials Needed:
Chair
Scissors
Black construction paper
Medium binder clips
Paper clips
Glider, rotocopter, and spinner printout.
A. The Lesson
Page 31
- Yesterday, we started a mystery science activity. We watched a couple videos and
had some good discussions about seed dispersal and how a seed can travel around
the world. Today we are going to finish that activity with an experiment.
- Seeds can travel a variety of ways and can travel very far distances. We are going
to continue to focus on seed dispersal. Do we remember why they need to travel?
- Seeds are constantly moving until they are somewhere, they can grow. We are
going to continue to learn about how seeds move and learn as much as we can
about seeds so at the end of our unit, we can create a model to show what we have
learned.
● Today we are going to finish our mystery science activity. Yesterday we gained some
more background knowledge on seed dispersal. What is something you remember from
our lesson yesterday? The second part of our activity is an experiment. You guys are
going to be creating different shapes of seeds and seeing if they can make it out of the
dark zone. The dark zone is the area that is to close to the mother plant. You guys are
going to be folding and making your seeds and then you will stand on top of a chair and
drop your seed to see if they are able to make it out of the dark zone.
o Do you remember why the seed needs to move away from the mother plant? What
happens if they don’t move away from the mother plant? Why are some seeds
shaped differently? Does the way the seeds are shaped help them move?
● Go over expectations for the activity.
● Students will work in groups of three to test three different types of seed shells made of
paper. The students will fold these seeds and see if they can make it out of the zone of
darkness. The students will stand on top of a chair and drop their paper seed shell and see
if it is able to make it out of the zone of darkness which is represented by a black piece of
paper sitting on the ground directly below him.
3. Closure (5 min)
● After finishing our mystery science does it make more sense why all seeds are shaped
differently? Every seed travel’s in a different way and needs its own sort of protection or
way of getting away from the mother tree. We will be wrapping up our seed dispersal
unit in the next couple days so continue to work hard.
B. Assessments Used
Page 32
Observation
Kahoot
If some students are struggling with the mystery science experiment, I will take the time to
explain the zone of darkness and how the seed cannot grow next to the mother plant because it
will be fighting the mother plant for nutrients from the soil and sunlight. In order for them to
survive they need to adapt, and they change their shape to help them survive and move away
from the mother plant.
D. Resources
Mystery science
Lesson 7
Name: Connor Nagel
Date: 10/18/19
Time: 2:25
In our last lesson we finished our Mystery Science activity. The students were doing an
activity where they were making seeds that floated away from the mother plant in order to
survive. The students worked in groups of three and created three different types of seeds.
They were super eager to do the lesson and had a lot of fun. The students did get a little too
excited and a little out of control because they were coming back one group at a time to see
if their seeds worked. The lesson gave a really good look at how seeds get away from the
mother plant and make it out of the zone of darkness which is an area around the mother
plant where the seed would not survive. The students being able to see this up close gave
them a really good understanding of why the seeds need to move.
Lesson 7
Page 33

(What went well?) Yes, the lesson objectives were met. The
students were able to gain an understanding of
I thought the whole lesson went a lot better
what I wanted them to do and get a good
today. We started the lesson by reading a
introduction into what we were doing.
book about seed dispersal to refresh our
memory. The students were very well
behaved throughout the whole lesson. They
listened very well and asked some very good
questions. When the students worked on their
booklets they worked hard and quietly.
One thing I changed during the lesson is how The students will be creating a model that
we worked on our booklets. We read the should carry seeds from one point to another
questions aloud as a class and I gave them point. There will be materials and seeds at
specific instructions on what I wanted in their their desks. They will record their data as they
answers. A couple students were talking a bit go.
to much but I figured out it was because they
were struggling so I had students come back
and work with me at the table if they
struggled.
pollinating plants.
Lesson Objectives:
Create an animal-like body covering to mimic seed dispersal.
Determine the effectiveness of different materials.
Materials Needed:
Page 34
Scissors
Popsicle sticks
Fabric
Cotton balls
Feathers
Glue
Tape
Container of seeds
A. The Lesson
- Today we are going to start the first part of our last section of our seed dispersal
units. You guys have been learning a lot about animals helping seeds move, the
weather helping seeds move and why the seeds need to move.
to continue to focus on seed dispersal. Do we remember why they need to travel?
- In order for seeds to move they need something to carry them. Now that thing that
carries them could be a variety of things such as winder, water, or animals.
Page 35
● Today we are going to start a STEM activity called seed transporter. We are going to start
this project today and we will finish it on Monday. In this activity you guys are in charge
of creating a model that mimics the function of an animal is seed dispersing. Do you guys
know what mimics means? It means that you are going to create something that does the
same thing as an animal when it comes to moving seeds. To start our lesson, we are going
to read a book called “Moving Seeds” to refresh our memory on how seeds travel.
o Was the book helpful? Did it remind you of anything that you had forgotten with
seed dispersal? Did it teach you anything new? Like what?
● Students will start to work on their seed transporter booklet. The first thing they will do is
fill out the “What I know about seeds” section. In this section they need to put three
things that they know about seeds. It doesn’t have to be anything specific.
● Once they start to finish this up, we will have a talk about what we will be doing next
class. Students will be in charge of creating a hypothesis of what materials will work best
for carrying seeds from one spot to another.
3. Closure (5 min)
● We will finish with a brief conversation of expectations for our next lesson. The students
will be in charge of creating a model to transport seeds from one place to another. We
will talk about some of the types of material that helps carry seeds from place to place.
B. Assessments Used
Observation
Seed transport booklet
If students are having trouble with the seed transporter booklet, I will bring them to the back
table, and we can brainstorm some ideas together. The students and I will talk through some of
the things we have learned in our lessons about seeds and seed dispersal. This will give the
students some time to think and work at their own speed.
D. Resources
STEM engaging hands-on challenges using everyday materials.
Lesson 8
Name: Connor Nagel

Page 36
Date: 10/22/19
Time: 2:25
In our last lesson we did the introduction to our final section of our seed dispersal unit. We
read a story that refreshed our brains on some of the things we have learned throughout
the unit. The kids liked that we read the book just to help them remember a couple of the
things we have talked about. The kids were a little hyper for the previous lesson because it
was Friday and it was the end of the day. We were running a little behind on our schedule,
so our lesson did get cut short. We will have to start our next lesson early to make sure we
get everything done.
Lesson 8
(What went well?) Yes, the lesson objectives were met. The
students did a great job with the activity and
I thought the students did a really good job of
were able to do everything I wanted them to
following directions and filling out their
do. The students understood everything, and I
charts as they go. The students listened really
think learned a lot from the activity.
well and participated in the project. The
students were super interested in it and were
having a lot of fun finding different ways to
make the seeds travel.
The main decision I made is that the students Post-Test
were to work in their pods and only their
pods. I gave the materials to them because if I
had it all sitting out in the back it would have
gotten everywhere and the students would of
used more materials then needed.

Page 37
pollinating plants.
Lesson Objectives:
Create an animal-like body covering to mimic seed dispersal.
Determine the effectiveness of different materials.
Materials Needed:
Scissors
Popsicle sticks
Fabric
Cotton balls
Feathers
Glue
Tape
Container of seeds
A. The Lesson
Page 38
- Today we are going to finish our seed transporter activity. To finish our activity,
we are going to do our seed transporter activity. You guys are going to be creating
something that can carry seeds from one point to another point.
to continue to focus on seed dispersal. Yesterday, I had you guys fill out a part of
a learning packet. What were some of the things you guys shared?
- In order for seeds to move they need something to carry them. In order for the
seeds to move you guys are in charge of creating something that represents an
animal and can help transport seeds.
● Today we are going to finish our STEM activity. For the activity today you guys are
going to be creating a model that carries seeds from one point to another point. On your
desks you will notice that there is a trey full of materials and a trey that is full of seeds.
You guys will be using these materials to test and find what materials carry seeds best.
While you guys are doing this activity, I want you to think of why one seed works with
materials, but another seed doesn’t work.
o Why does this work? Why doesn’t it work? What material will carry that seed? Is
there a way I can make this material carry all kind of seeds not just one?
● Before the students can start creating their seed transporter, they need to test at least three
different materials and record what happens when you use it to transport seeds. The
students will have a chart inside of their booklet that they will record the material they
tested and what happened.
● Once they finish testing their materials and recording it into their booklet, they can begin
creating their model. Once the students finish creating their seed transporter, they must
test their models to see if they carry seeds or not. They do not have to carry every seed
but must carry at least one kind of seed. When finished testing the students must draw
their seed transporter in their booklet.
3. Closure (5 min)
● After creating our models what did we discover? Were there certain materials that carried
seeds better than others? Why? Once you are finished with your booklets I want you guys
to hand it in to the hand-in basket and pack your folders and get ready to go home.
Page 39
B. Assessments Used
Observation
Seed transport booklet
If students are having trouble with creating a seed transporter, I can show them some examples
that I made in order for them to get some ideas. Once they have some ideas, we can work with
neighbors to help create their model. If they need some additional help, I will help them with
what they need.
D. Resources
STEM engaging hands-on challenges using everyday materials.
After Final Lesson: For my final lesson students did a STEM project in which they needed
to create a model of a seed transporter. The lesson went well, and the students had a lot of fun
with the lesson. Would thing I would do different with the lesson is maybe give them a larger
variety of materials to choose from that way the students could experiment more. I would also
make sure that the students go moving faster, the activity did take some time so the faster they
got moving the more time they would have to finish their activity and get their booklet filled out.
The students loved this project and loved being able to create something with their hands to show
that they could move seeds.
Assessments
Pre-Assessment
Students will be given a pre-assessment to help us analyze how much they know
about seed dispersal. Al of these things are new for these students, so I wouldn’t be
surprised if a lot of them struggle with the pre-test. By giving them the pre-test, I
am able to get an understanding of what my students already know and what I will
need to teach in the unit.
Ongoing Assessment
Lesson: Type(s) of Assessment: Related Goals/Objectives:
Page 40
Pre-Assessment
1 Exit Slip
- Identifying what seed
dispersion is with 90%
accuracy.
- Identifying the different
ways seeds are spread
with 90% accuracy.
2 Anchor Chart - Identifying pollen and

what pollination is with
90% accuracy.
- Identifying the
relationship between
pollination and seed
dispersal with 90%
accuracy.
3 Observation
Class conversation - Identifying how animals
help seeds travel with
90% accuracy.
- Identify different types
of animals that help with
seed dispersal.
4 Seed dispersal worksheet

- Identifying how
different types of seeds
travel with 90%
accuracy.
- Identify how the
environment and
Page 41
animals help with seed

dispersion with 90%
accuracy.
5 - Identifying why seeds

are shaped differently
Exit Slip with 90% accuracy.
- Identify how the shape
of the seed can affect
the way the seed moves
with 90% accuracy.
6 Kahoot
Classroom discussion - Identifying why seeds
are shaped differently
with 90% accuracy.
- Identify how the shape
of the seed helps the
seed move with 90%
accuracy.
7 Seed transporter Work book - Create an animal-like

body covering to mimic
seed dispersal.
- Determine the
effectiveness of
different materials.
8 Seed transporter Workbook - Create an animal-like

body covering to mimic
Seed transporter model seed dispersal.
Page 42
- Determine the
effectiveness of
different materials.
9 Post-Assessment
Informal Assessments used in each lesson:

-Informal Observations
-Verbal Questioning
-Informal Partner/Group Talk
Post-Assessments (results are shown below)

Students will complete a post-assessment that will evaluate what they have learned from the
lessons and information taught in class. The post-assessment will be the same test as the pre-
assessment. After the post-assessment, I will evaluate their results. They will be graphed and
used to analyze the progress that was made throughout the course of the unit.
-Above Average Student Work:

Page 43
Page 44
Below Average Student Work:

Page 45
Summary of Student Progress

Pre-Test and Post-Test Individual Student Progress:
Student Progress
8
NUMBER OF QUESTIONS
7
6
5
4
3
2
1
0
STUDENTS
Pre Test Post Test
During the assessment, students were asked questions about pollination and seed dispersal. My pre-test
results are shown in the blue. A couple of my students got perfect papers on their pre-test and their post-
test but most of the students showed progress from their pre-test to their post-test.
I was very impressed by the growth I saw in the students. There were some students that didn’t show as
much growth as I would like, but they still showed a good amount of growth every day in the classroom.
However, I do have students that require addition help for reading and comprehension which was not
given during this assessment. This could have an impact on how they did on the assessment. Our class
average percentage for the post assessment was a 85% meeting our goal of an 80% as a class.
Page 46
Whole Class Progress:
Average Test Scores

7
6
Number of Questions
0
1 2
After the students completed the pre-test, results showed that the class average was a 50%. After the
completion of the unit, the average class score was an 85%. Students were able to meet the goal of
averaging at least an 80%.
Recommendations:
After analyzing the data that was gathered from this seed dispersal unit, it was the clear
that good progress was made from when they took the pre-test until the end of the unit. Overall,
the class average on the post-test was an 85% compared to the 50% average on the pre-test. As a
class we met the unit goals and if I were going to teach this unit again, there are few changes that
I would make for this unit.
The first change that I would make is the amount of reading out of the book we did. It
was a lot of whole class reading and if I were to do it again, I think that I would change some of
those to get the students more involved and find a way to spice that reading up. The students
enjoyed the lessons a lot more when they were having fun and doing activities with each other.
The students energy was a lot more upbeat when I was having fun too, the students could read
me and when I was having fun and enjoying the lesson so were they.
Page 47
Another change that I would make would be to use more technology in the lessons.
Finding a way to included technology in the lesson would spice things up and would keep the
students more engaged. At such a young age and in this modern world the students love every
opportunity they get to use technology. I also think technology could of given the students a
better insight at how seeds move and what things in our environment can help with this.
One aspect of my unit that I would not change would be the experiments we did. The
students had so much fun with the experiments and were so engaged in the lessons. The students
would work harder throughout the day when they knew they were going to get to do an
experiment and when they got to the experiment, they were so focused and listening about what
they were going to do and how it correlated with the lesson. I love seeing the students having fun
while soaking up information from the lesson.
Summary of Student Progress- Example Letter to Parents:
Madison Elementary
Madison, SD
November 21st, 2019
Dear Parent or Guardian of Student 3,

Hello, my name is Connor Nagel, I am currently a senior at Dakota State University in Madison,
SD where I am majoring in Elementary Education and Special Education. I had the opportunity
to work with your child and learn from them. They gave me the amazing experience of of
watching them grown and learn in the classroom. They have been a significant piece to helping
me learn and observe every part of teaching and opened my eyes to how amazing an educator is
going to be.
During my student teaching, I was required to create and teach a unit in any content area to your
child and his/her classmates. I chose to teach 2nd grade science unit about seed dispersal. The unit
included teaching them about pollination, how seed dispersal works, and how it helps our
environment and the plants. For this unit to be successful, there was research conducted, data
analyzed, and lessons were taught. At the end of the unit, our class was able to meet our class
Page 48
goal of 80%. Your child worked so hard as did the rest of the class and without their efforts this
lesson and experience would not have been possible.
Students 3 has been amazing to work with in the classroom. No matter what he/she has done,
they always have a great attitude and work extremely hard. They are a very intelligent kid and
were amazing in class. They have a great sense of humor and did an excellent job of treating me
as a teacher and being respectful.
The work ethic and respect you instilled in your child proved to be very helpful to them
throughout my unit and school in general. One the pretest he/she scored a 57%. He/she worked
hard on all the assignment and listened carefully when I was giving information and instruction.
He asked good questions and did all the experiments slowly and carefully to make sure he was
doing them properly and understanding what the experiments were teaching him. On the post
test he/she scored a 100% and I believe that all the things he did throughout the unit helped him
achieve this score. The progress your child made is amazing and once again shows how
incredible of a kid they are.
Your child and the rest of the 2nd grade class has helped me learn about what it takes to be a good
teacher and learner. It has been an amazing opportunity to work with your child and I want to
thank you for giving me the opportunity to not work with your child but also get to know them as
an individual.
Sincerely,
Connor Nagel
Page 49
Example of Website Posting Regarding Unit:

Page 50
Pictures of Pre and Post Assessments:
Low Pre-Test Low Post-Test
Medium Pre-Test
Medium Post-Test
Page 51
High Post-Test
High Pre-Test

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Page 1

Teaching Work Sample

once a week, gym, library, music, and computers.

use a mixture of formative and summative assessments.

partner work as a way to keep the students engaged.

Standards and Objectives.

Goals and Standards

- Identifying why seeds are shaped differently with 90% accuracy.

Closure: Graphic Organizer. Quick

10/10/19 Lesson 3 Intro: Reading Activity

10/15/19 Lesson 4 Intro: Seed dispersal activity

10/16/19 Lesson 5 Intro: Mystery Science

10/17/19 Lesson 6 Intro: Mystery Science pt. 2

10/18/19 Lesson 7 Intro: STEM Activity: Seed Transporter

10/21/19 Lesson 8 Intro: STEM Activity: Seed Transporter

Closure: The students created their

10/22/19 Post Test Post-test is taken

Grade Level: 2nd Grade

School: Madison Elementary

Reflection from prior lesson:

Instructional decisions Include in tomorrow’s lesson

Lesson Goal(s) / Standards:

Identifying what seed dispersion is.

Flip, Float, Fly- seeds on the move

2. Content Delivery (15 min)

Flip, Float, Fly-seeds on the move.

Grade Level: 2nd Grade

School: Madison Elementary

Reflection from prior lesson:

Instructional decisions Include in tomorrow’s lesson

Lesson Goal(s) / Standards:

Identifying pollen and what pollination is.

Identifying the relationship between pollination and seed dispersal.

Brown paper bag

Contextual Factors/ Learner Characteristics:

2. Content Delivery (20 min)

Grade Level: 2nd Grade

School: Madison Elementary

Reflection from prior lesson:

Instructional decisions Include in tomorrow’s lesson

Lesson Goal(s) / Standards:

Identifying how animals can spread seeds.

Identifying the relationship between animals and seed dispersion.

Identify how the environment helps with seed dispersion.

National Geographic Book

2. Content Delivery (20 min)

National Geographic Science book, computer, chart.

Grade Level: 2nd Grade

School: Madison Elementary

Reflection from prior lesson:

Lesson Goal(s) / Standards:

Identifying how different types of seeds travel

How seeds travel worksheet

2. Content Delivery (20 min)

National Geographic Science book.

Grade Level: 2nd Grade

School: Madison Elementary

Reflection from prior lesson:

Lesson Goal(s) / Standards:

Identifying how a tree travels around the world.

Black construction paper

Medium binder clips

Glider, rotocopter, and spinner printout.