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G. Probable Obstacles for students' for objectives and why?

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G. Probable Obstacles for students' for objectives and why?

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-Depending on the time I teach my first lesson, student's may or may not miss instructure time because they're pulled out into their reading groups or the child with a learning disability is pulled for his extra instruction.
-Secondly, I have three students who struggle with reading assignments and writing. This could be an obstacle when teaching this unit because their are a lot of activities that require the student to write and read. If the student is unable to do so, they will be struggling on things that isn't even the objective for this lesson.

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F. Students' prior knowledge of content/skill for each goal. 

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F. Students' prior knowledge of content/skill for each goal. 

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Most of the students' were not aware of what a "motion" is and how a force affects it, or even the basic definition of the word, "motion", seemed unfamiliar to them. Although, when I use a every day force and motion example like "opening a window, pushing in your chair.", they were able to connect to prior knowledge and have a better understanding of force and motion and what those words mean before we start out unit.

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H. Potential biases affecting instruction or assessment and plans for countering bias. 

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H. Potential biases affecting instruction or assessment and plans for countering bias. 

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-Before giving my pre-assessment, I honestly though most 2nd graders understood what a motion is, I understand that they may not get the whole force  part yet, but I did believe that would grasp the word motions. I was indeed proven wrong, most of the students didn't even use the word "motion" correctly, and did not understand what it meant.
-Secondly, even though I know the friends I have who struggle with reading and writing sometimes, I still assume that they'll be okay and be able to keep up, and that is not a good tactic or thought process to have. I will accommodate to those students to beat these biases.

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-What materials do you think would enforce a greater force and go down the ramp super fast?
-Why do you think this object would go down our ramp fast?
-Why do you think this object would go down our ramp slow?
-What kind of force are we learning about here, when see these objects fall down the ramp?
-What characteristics of an object would make it fly down the ramp super fast?
-What characteristics of an object would make it fly down the ramp super slow?

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-Think, pair, and share method and talk to the
person closest to you and together talk and think of an example of a force from the video or example themselves.
-think, pair, and share method again and now
think and talk about an example of a motion and how motions interact with forces.
-How does a force effect a motion?
-How are forces and motions related?
-Would a heavier object, have more of a force or less of a force? Why?

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What different kinds of forces are there in the world?
What happens after a force is acted on?
What is a motion to you?
What kind of forces do you do at home to create a motion?
Do you push in your chair after every transition during the school day?
What are you doing when you push in your air?
What happens to your chair when your force is applied?
What kind of a force did you apply to your chair? Push or pull force, or are you able to do both?

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-Friction and gravity activity: The students will build ramps in groups out of cardboard boxes and then gather materials from their desk or in the classroom and make predictions on how slow or fast the object may go down the ramp, then after see how slow or fast it goes, and how friction effected all of this.

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-The second grade students will participate in a push and pull anchor chart for forces, and then they will be given a blank mini booklet that is paper and already stapled.
-Then the children will fill this little work book with examples of a force and motion they use at home a lot by drawing pictures and labeling the force or motion with an "F" or an "M". Example: pushing in your chair, closing a window etc.

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The second grade students will participate in an interactive google drive slide show that allows the students to analyze the pictures on the google slide and tell if the picture is showing a push or pull force, and what motion happens after the force effects it.

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The second grade students will be able to analyze data to determine how the motion of an object changed by an applied force or the mass of an object with 80% mastery.

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Science Standard:
The second grade students will be able to analyze data to determine how the motion of an object changed by an applied force or the mass of an object with 80% mastery.

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Science Objective:
The second grade students will be able to analyze pictures on the interactive slideshow created, and tell if the picture is showing a push or pull force and what the motion was after that force, then the students will do an activity as a class requiring the same skills, with 80% mastery.

Science Standard:
The second grade students will be able to analyze data to determine how the motion of an object changed by an applied force or the mass of an object.

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I. Contextual factors impacting each lesson:

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I. Contextual factors impacting each lesson:

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Lesson 1:
I have 3 students who struggle with reading assignments sometimes and writing, so this may be more difficult when they have to do their exit slip and activity. I also have one student with a learning disability so he may not grasp this concept in the beginning, but he will get there.

Lesson 2:
I have 3 students who struggle with reading assignments sometimes and writing, so this may be more difficult when they have to do their exit slip and activity. Also the students will have to follow along and write on their paper, while I am writing on the anchor chart. The students also have to complete at least 3 pages of their blank booklet of examples of force and motion. I will allow the students to just draw pictures though and label with "F" and "M" for force and motion to accommodate those students. I also have one student with a learning disability so he may not grasp this concept in the beginning, but he will get there.

Lesson 3:
I have 3 students who struggle with reading assignments sometimes and writing, so this may be more difficult when they have to do their exit slip so, they made need assistance. I also have one student with a learning disability so he may need extra help and assistance from the SPED teacher who works with him when building his ramp.

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Science:
-Identify and sort mixtures
-Define what a mixture is

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Science:
-Analyze data from tests of an object or tool to determine if it works as intended. Record information (observations, thoughts, and ideas)
-Use and share pictures, drawings, and/or writings of observations.
-Compare predictions (based on prior experiences) to what occurred (observable events)

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Science:
Analyze data obtained from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.

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B. Pre-assessment Analysis (need of students):

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B. Pre-assessment Analysis (need of students):

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Many of the students did not know the vocabulary associated with force and motion, and I think that is where they had the most trouble with on their pre-assessment. This shows me that I need to work on vocabulary of the standard I am teaching, and make sure the students know the meaning of those words before taking the post assessment.

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Science:
2.PS2. Analyze data to determine how the motion of an object changed by an applied force or the mass of an object.

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B. Pre-assessment (baseline) List actual data for objectives

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B. Pre-assessment (baseline) List actual data for objectives

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This pre-assessment consisted of 5 questions:
1. What are the two different types of forces?
2. What is a motion?
3. Any push or pull is a what?
4. A force that pulls away from you is a what?
5.What kind of force would be needed to move a LARGER object?
Mrs. Stan's class:
-scores on this pre-assessment ranged from 60-0 percent.
-The class received an average accuracy of 36.2 percent.
-Most of the students missed question number's 1, 3, 4, and 5.
- The question with the most correct answers is question number 2.

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A. Needs of Students based off of the contextual factors 

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A. Needs of Students based off of the contextual factors 

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- I have one student with an IEP: follow their plans
-I have three students who benefit from reading intervention and meeting with the reading teacher every day. This might show me that these three students may need extra help with reading the content and reading the answers when working on their work in class.

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A. Contextual Factors of district, school, and classroom

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A. Contextual Factors of district, school, and classroom

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Community:
District:
-7 elementary schools are located within this district
-students enrolled: 5,430
-Graduation rate: 94%
-Free and Reduced Lunch: 35%
-IEP: about 715 students have IEP's

School:
North Jackson Elementary:
-242 students enrolled
-Ethnic breakdown: 2% African American, 93% White, 2% Hispanic or Latino, 1 % Asian, and 2% two or more races.
-Free and Reduced Lunch: 38%
-MAP scores:
-ELA:
-Proficient: 62%
-Advanced: 52%
-Math:
-Proficient: 47%
-Advanced: 43%
-IEP: About 715 students with IEP's.
-Student/Teacher Ratio: 17:1 students

Classroom Demographics:
Rules and Procedures in the Classroom:

Transition Time

Leaving the Room

Following Directions Given

Morning Routines with a morning work assignment then a class morning meeting

Student Participation

Behavior Management/ Reward Systems (PBIS)

Being kind to your peers and respectful

Ethnicity/language:
Gender (Ratio Boys to Girls):
I have 8 boys and 13 girls in my field classroom. So the ratio would be 8:13.

Special Needs:
I have 3 students that attend a reading class with the reading teacher during reading RTI time, and I have 1 student with a learning disability.

Grade or developmental levels:
2nd grade at a second grade level.
Age Range of Students:
7 and 8 year olds is the age range that consist in my field classroom.

Content Being Taught:
Math:
Learning how to measure to determine the length of an object
Social Studies:
Goods and Services (Consumption and production)
Science:
Force and Motion
ELA:
Read, infer, analyze, and drawing conclusions to describe setting, problems, solutions, sequence of events, and the big idea.
Knowledge of Students:
Language needs:
No language needs in my classroom, all of my students speak English .
Academic proficiencies (MAP):
-ELA:
-Proficient: 62%
-Advanced: 52%
-Math:
-Proficient: 47%
-Advanced: 43%
Behavioral differences:
All of my field students are extremely respectful and well-mannered. There is really no behavioral problems or differences in this classroom. Although, my boy students are much more likely to not listen than my girl students.

Areas of interest:
My students are very interested in sports and sport teams, especially teams from St. Louis. Also basically all of my students enjoy reading and ELA over math. Also the majority of my students talk a lot about farms, and farm animals. Which leads me to believe most of them have lived on a farm or a family member of the student's have.