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-ELA Objective: Data to come after Unit is taught
-Molly:
-Keila
-Kara

Science Objective: Data to come after Unit is taught
-Molly:
-Keila
-Kara

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The concluding activity that we will be using with the students is called Concentration. This activity is a matching game, and students will be instructed to find and match magnetic object cards as well as non-magnetic object cards. The teacher candidate will provide students with cards that show a picture of a magnet, and cards that show a picture of a magnet crossed out. The teacher candidate will also provide cards that have magnetic objects, and cards that don't have magnetic objects. From there the students will be instructed to match the magnetic object card to the magnet card, and the non-magnetic object card to the crossed out magnet card. This game will be implemented as a whole group activity at the carpet. Each student will have a chance to pick a card and find its match, if they cannot find a match, the next student gets a turn. Each student will have a turn, and if needed we will repeat the order until all the cards have a match. Each magnetic object card will have the word Metal at the bottom of it and each magnet card will have the word Magnet listed at the bottom. The teacher candidate will refresh the student memory over metal and how metal is needed to make an object magnetic. The teacher candidate will ask students to identify the capital and lowercase letters in Metal and Magnet during this activity. During this activity the teacher candidate will ask questions to promote critical thinking:

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Questioning used to promote critical thinking: what’s in a magnet? What things are magnets attracted to?” “When have you seen a magnet before?

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Throughout the read-aloud the teacher will engage students in critical thinking by asking questions such as; what items did Mickey find to be most attracted to his magnet?  What items were not attracted? Why might this be? Do all these items have something in common?

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Questioning used to promote critical thinking: “What are some things in your house or in our classroom that you think magnets will stick too?” or “Is there objects in your house that uses magnets”? During exploration, the teacher will walk around with students and ask them to show what items their magnet is sticking to and ask why they think their magnet sticks to that object.

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Exploring Magnets Activity: In this activity we provided students with a variety of magnets and objects. Students were instructed to explore the magnets to find what object it could stick to and move. Student will participate in an interactive letter review, by identifying the uppercase and lowercase letters found in the words metal, magnet, and move.

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Categorizing Metal & Non-Metal: Each table will have a pre-made baggy full of both metal and non-metal objects. Students will use their magnets to try and pick up each object. The students will be able to decide whether the objects are metal or nonmetal by if they move or not. Students are directed to categorize the objects by metal or nonmetal on a game board. Student will participate in a interactive letter review. The student will identify and circle uppercase and lowercase letters found in metal and non-metal.

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Identifying metal objects in the environment: Each student will be given a magnet, and directed to explore the objects in their classroom, to determine objects in their environment that are attracted to the magnet. The students will also participate in an interactive letter review. Students will identify and circle uppercase and lowercase letters found in the words, magnetic, non-magnetic, and environment.

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For our intro activity we will begin by implementing a educational video clip over the basic fundamentals of magnets. After the video we will then discuss a few key terms talked about during the video. (Magnet, Metal, etc.) We will also inform the students that we will be seeing these words throughout the unit, and that we will work on identifying the letters. We will ask students questions to help them think critically, “when have you seen a magnet?, Do you have magnets in your house?, What do you think magnets do?” From there we are going to provide students with Wooly Willys. Wooly Willy is a toy in which metal filings are moved about with a magnetic wand to add features to a cartoon face. Students will each be provided their own Wooly Willy in order to explore the effects the magnet has on the metal shavings while they create features on the cartoon face.  While students explore and play with their Wooly Willys the teacher will introduce the learning standard of; students will show that magnets can cause some objects to move without touching them. The teacher will do this by implementing the inquiry approach. Teacher will encourage students to think about how the Wooly Willy works through engaging in conversation with the students; Ask the students about the iron filings present in the Wooly Willy. Have students examine the tiny filings and describe them. Explain that iron filings are tiny magnets.Ask, “I wonder what will happen when we place this big magnet over the iron filings?”Do you think the iron fillings will move if an object other than the magnet was placed over it? Why or Why not?What other objects might be attracted to the magnet?

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Pre Assessment Analysis (need of students)

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Pre Assessment Analysis (need of students)

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Molly: From the ELA portion of the pre-assessment I found that over half of the students got 100% in recognizing the letters I presented to them. The letters that the students struggled with the most were both capital and lower case V and G. There are several students who will need more instruction on the letters as they scored less than 50%. These are students who do well with hands on activities, therefore this method of learning activity may best fit their needs. For the science portion of the assessment I found that some students had a good foundation and prior knowledge on magnets. Only two students got 50% or less on this portion. The students have good background and prior knowledge, but they will need to be taught or re-taught what the words magnetic and non-magnetic mean, as these words were in the assessment tool instructions.

Keila: After pre-assessing the students over the ELA objective, I noticed that more than half received a score of a 100%. Those who did not score a 100%, seemed to struggle with identifying the uppercase and lowercase letters n & g. Therefore the students will need further practice with identifying upper and lowercase letters, and especially with the commonly missed letters, n&g. After the implementation of the science pre-assessment, from the data I gathered, 4 out of the 16 students scored a 100%. Those who did not score a 100% commonly mistaken the game board piece to be magnetic, when in fact it was non-magnetic. Therefore, this pre-assessment told me that the students had a basic understanding of magnets and metal objects, but need further instruction on identifying objects that are magnetic and non-magnetic. The students that missed multiple questions on the science pre-assessment, are the students to who tend to get distracted or daydream. These students also have little to no prior knowledge over objects that are attracted to a magnet. Therefore, I will provide hands-on engaging activities focused over magnets and what types of objects they are attracted to, to maintain the attention of the students and to continue to grow this skill.

Kara: The needs of this particular class are in relation to recognizing and naming upper and lowercase letters. From my data, only 5 students were able to score 100% on the assessment. This is less than a ¼ of my class.This is okay because this data is based off of the pre-assessment. From this pre-assessment many students show that they have some prior knowledge in our ELA goal but in order to master this unit, we will need to focus a lot of our time on upper and lowercase letters. For those 2 students who scored 9/18 correct on our ELA assessment, we will have to accommodate to their needs. We will do this by having them participate more in our whole group ELA activity. In regards to the science goal, majority of our students had prior knowledge or the adequate amount of knowledge to learn the content being taught. Half of the class scored 100% and only one student scored a 0%. For that particular students who did not have prior knowledge of magnets or their attraction to certain objects, and scored low on the pre-assessment, they will activate their prior knowledge during the intro activity of exploring Wooly Willys.

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-ELA Objective:

Molly: Out of 16 students in the class, 10 students named 18/18 letters and scored 100% on the ELA assessment. 3 students got 16/18, 1 student got 13/18, 1 student got 8/18, and the lowest score was scored by 1 student at 4/18.The lowest scoring students were two students from my small focus group.

Keila: Out of 16 students, 9 students named 18/18 letters for a perfect score on the ELA assessment.  3 students received a 17/18, 2 student received a 14/18, while another received a 12/18. The lowest score received, was received by 1 student, being a 6/18.

Kara: Out of 16 students in the class, 5 students named 18/18 letters and scored 100% on the ELA assessment. 6 students scored 16/18, 3 scored 14/18, and 2 students scored 9/18.

-Science Objective:

Molly: Out of 16 students students 9 students scored 100% on the Science assessment of categorizing 6 objects as either magnetic or non-magnetic. 5 students named 5/6 objects correct, 1 student got 3/6, and the lowest score correctly categorized 2/6 objects as magnetic or non-magnetic The lowest scoring student who was one of my small focus group students, and he also one of the students who scored the lowest on the ELA portion of the pre-assessment.I feel that during this portion, the students were working at their tables together and i found that some students were looking at their peers answers and guessing based off of what their peers answered.

Keila: The science assessment focused on categorizing 6 objects as either magnetic or nonmagnetic. Out of 16 students, 4 of those students scored a 100% on the science assessment. 3 students scored 5 out of 6 correct. 5 students scored 4 out of 6 correct.  2 students scored 3 out of 6 correct, 1 student scored 2 out of 6 correct, and lastly, the lowest score of this assessment was a 1 out of 6 correct, and one student received this score.

Kara: Out of 16 students, 8 students scored 100% on the science assessment of categorizing 6 objects as either magnetic or non-magnetic. 2 students were able to name 5/6 objects correct, 1 student was able to name 4/6 objects correct, 3 students were able to name 3/6 correct and lastly there was only one student who failed to name any items any of the 6 items correct

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Contextual Factors impacting each lesson

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Contextual Factors impacting each lesson

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-Lesson 1,2,3:There are several families from different cultures within the classrooms. Some of these families are bilingual or only know some English and talk in native languages at home. The ELA standard of naming and recognizing letters, may be hard for those students who's families speak different languages at home. These students may not have prior knowledge of letters and how to name them. These same students may have a hard time with some of the science academic language such as metal, non-metal, magnet, magnetic, non-magnetic, and iron. These may be brand new or never heard before terms that these students from bilingual houses may have a hard time understanding.

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-ELA Objective: The student will recognize and name letters of “magnet” “non-metal” and “metal” during learning activities with 85% accuracy

-Science Objective: The student will identify metal and non-metal objects while exploring the classroom using magnets with 90% accuracy.

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-ELA Objective: The student will identify upper and lower case letters in the words Metal and Non-metal with 85% accuracy.

-Science Objective: The student will use a magnet to classify metal and non-metal with 100% accuracy.

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-ELA Objective: The student will identify uppercase, and lowercase letters found in key terms during the read aloud with 85% accuracy ( e.g metal, move, magnet) DOK:1

-Science Objective:  The student will manipulate magnets and magnetic objects to show that magnets can cause some objects to move without touching them with 80% accuracy DOK: 2

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Potential biases affecting instruction or assessment and plans for countering biases

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Potential biases affecting instruction or assessment and plans for countering biases

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Assuming that the youngest student in the class is incapable of reaching the level of skill that his/her peers can. To combat this assumption, the teacher will ensure each student receives the same pre-assessment. From there the teacher will use the pre-assessment to gain an understanding of what each student already know and what modifications, or adaptations need to be made. This will ensure that during the lessons, each student is receiving the appropriate information and instruction to fit their learning needs.

The instructor could assume all students already have the prior knowledge of what a magnet is. To ensure this bias does not happen, the teacher will implement the use of a pre-assessment to discover students prior knowledge of the concept. In this pre-assessment students will be asked to circle yes or no (happy face for yes, sad face for no) for whether the intended object is magnetic or non-magnetic. This data will tell us if the students know that magnets are attracted to metal objects or not. We can also combat this bias assumption of thinking all our students will know what a magnet is by the incorporation of a intro activity. For this intro activity we will activate students prior knowledge on magnets and their attraction to certain objects by providing each student with a wooly willy. While students explore their wooly willys the teacher will lead a discussion of what is happening in their wooly willys and why. The answer will be that there are tiny pieces of metal in their wooly willy and that in their wands contain a little magnet. The magnet in their wands are attracted to the metal shavings and is able to move them in order to create a design.

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Probable Obstacles for students' for objectives and why?

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Probable Obstacles for students' for objectives and why?

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ELA objective: The ELA objective for each lesson in this unit is to name and recognize all upper and lowercase letters. An obstacle students may face for this objective is that some students have no prior knowledge of some letters. Since it is the beginning of the school year, not all the letters have been learned in depth. Therefore this may be an obstacle for students to name and recognize letters, as they may not know them.

Science objective: The Science objectives for this unit require students to explore with magnets and to use magnets to classify metal and non-metal. This may be an obstacle for students if they don't have prior knowledge on what magnets are and how to use them, this may be an obstacle. Moving forward into the next objective it may be an obstacle for students who don't understand or have prior knowledge of how to differentiate metal and non-metal objects.

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ELA: Once the students master the present goal of identifying and naming upper and lowercase letters of the Alphabet, the students will have the future goal of being able to sound out the letters of the alphabet.

Science: Once the students master the present goal of recognizing that magnets can move metal objects without us touching them, the students will then have the future goal of recognizing what metal objects have in them that make them attracted to a magnet.

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Students' prior knowledge of content/skill for each goal

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Students' prior knowledge of content/skill for each goal

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ELA: The kindergarten students at Alma Schrader Elementary, have had some prior knowledge of the letters of the alphabet, that goes along with the ELA standard of the unit. Each week the teachers taught mini lessons on a letter of the alphabet. The didn't go into depth about the letter and the letter sounds but just teaching so that student recognize the letters.

Science: The kindergarten students may have background knowledge of magnets from the table toys they have used in the classroom during either extra time or indoor recess. Some of the table toys include magnet letters, magnetiles, and other magnetic blocks.

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ELA: The students were learning letters of the alphabet, in this unit we will be extending this knowledge with the goal of learning upper and lowercase letters.

Science: Previously for science the students were exploring the physical properties of different objects such as wood, glass, plants, etc. In this unit we will be extending this knowledge of an object's physical properties by implementing the goal of learning physical differences between objects attracted and unattracted to magnets.

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ELA: The students will identify and name the letters of the alphabet. We will extend this goal in our unit by having them also recognize upper and lowercase letters.

Science: The students will recognize that magnets can move certain objects without us touching them. We will extend this goal in our unit by helping them recognize that magnets are attracted to/move metal objects.

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Molly: There are several students within the class that are from bilingual households. The households speak their native language more than English. Because of this these students spend time with the ELL teacher in the school. The students that are in my small focus group are the students that spend time with the school literacy specialist. As these students are lacking in literacy skills and need extra practice. On the other hand there is a student that is reading and writing and has strong literacy skills. This student is in the process of being tested for the gifted program. The last need within the classroom is a physical need of one of the students I explained above. This student comes from a bilingual household, but was just previously diagnosed with epilepsy. This has caused her to miss out on a lot of school, and the mentor teacher and teacher ade spend time with her while she is in school to help keep her caught up.

Keila:  In relation to the student needs in this class, there is one student whose native language is Chinese, although he does speak well in English, and has shown no barriers in his language skills. In relation to the specific learning needs in this class, there are 4 cognitively low students (behind their peers). These students will need extra one-on-one time, as well as modifications to certain assessments and learning activities to meet these specific cognitive needs. These four students struggle with literacy skills, and therefore, I will be ensure the students receive extra practice or time to complete the ELA activities. Also listed in the contextual factors for this class, is that one student has autism. This student cannot complete assignments independently and has low fine motor skills. To accommodate to meet this students needs, along with the paraprofessional assigned to assist this student, I will also accommodate the formal assessments. Instead of writing answers to the questions, I will have this student answer orally.

Kara:For my classrooms particular needs there are 3 students with cultural needs. These needs generally stem from their cultural values and language barriers. As shown in my contextual factors, majority of my class is broken up evenly in regards to specific learning needs. For instance there are 4 gifted students, these students will need to be challenged during the unit. There are also 4 students on the opposite end of the spectrum and those are my struggling students. Our instruction for this unit will need to be accomodated to meet their specific learning needs. Lastly, there are 8 proficient learners, there will be no adjustment to the unit for these students.

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Contextual Factors for Molly, Keila, and Kara

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-Lesson 1:
K.RF.1.A.a- identifying all upper and lower case letters
K2.2-Students will show that magnets cause some objects to move without touching them
-Lesson 2:
K.RF.1.A.a- identifying all upper and lower case letters
K2.2-Students will show that magnets cause some objects to move without touching them
-Lesson 3:
K.RF1.A.a- identifying all upper and lower case letters
K2.2-Students will show that magnets cause some objects to move without touching them

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Lesson 1

ELA Goal: The student will identify uppercase, and lowercase letters found in key terms during the read aloud with 85% accuracy ( e.g metal, move, magnet)

Science Goal:The student will manipulate magnets and magnetic objects to show that magnets can cause some objects to move without touching them with 80% accuracy

Lesson 2:

ELA Goal: The student will identify upper and lower case letters in the words Metal and Non-metal with 85% accuracy.

Science Goal: The student will use a magnet to classify metal and non-metal with 100% accuracy

Lesson 3:

ELA Goal: The student will recognize and name letters of “magnet” “non-metal” and “metal” during learning activities with 85% accuracy

Science Goal: The student will identify metal and non-metal objects while exploring their natural environment (classroom) using magnets with 90% accuracy.