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-ELA Objective:
Olivia: The average was 4.85/7 (69%). 6 students scored 7/7, 4 students scored 5/7, 2 students scored 4/7, 4 students scored 3/7, 3 students scored 2/7, and 1 student scored 0/7
Bailey: 14 students scored 7/7, 3 students scored 6/7, 1 student scored 3/7, and 1 student scored 0/7.
-Science Objective:
Olivia: The average score was 3.5/5 (70%). 11 students scored 5/5, 6 students scored 3/5, 3 students scored 2/5, and 0 student scored 0/5.
Bailey: 14 students scored 5/5, 2 students scored 4/5, 1 student scored 3/5, and 1 student scored 0/5.

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I will have an open pumpkin that I take seeds out and show the students and let them touch some. The student will discuss what part of the cycle it is. I will talk to the students about how the seeds inside can make new pumpkins, but that it is not the same pumpkin. We will also give out pieces of pumpkin pie and ask students if anyone knows the sequence used to make pumpkin pie (ELA).

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Students use critical thinking in lesson one by working together to put the events of the story in sequential order. Through this they have to explain and talk through the order with their partner for why a specific card should certain place. Students were asked afterwards to explain how they knew the order to expand their thinking to understand that they got the order by retelling the story in their heads.

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Students were asked to make observations during their video and explain them. This developed critical thinking skills because they had to decide what events were important enough to make an observation about, what an observation was, and how to explain their observation to others or to the class. We also planned to ask students the similarities between their observations and the books on the pumpkin life cycle, to make connections between the two and apply their skills in another way.

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Lesson 3 developed critical thinking through questioning. For example we planned to ask students, “Have any of you carved a pumpkin before?” “What happens over time to the pumpkin if you leave it out?” “Why do you think that would happen?”  “what happened after it rotted?” and “Do you think that would happen to a pumpkin in real life?” All of the questions were planned to have students think and apply their knowledge on pumpkins to a new concept and explain their thinking.

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ELA: Illustrating the main events of the story in order and retelling it aloud to their elbow partner

Science: The use of sequencing cards of the pumpkin life cycle/ events of the story with either elbow partners or small groups based on readiness from data and developmental level

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ELA: Story retelling to a partner

Science: Writing/drawing observations they make of the pumpkin life cycle based off of a time lapse video

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ELA: Using sequencing cards to place the main events of the story in order and which could then be used as a reference to help them retell the story to their partner

Science: Creating a visual that requires student to place the pumpkin life cycle in order

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Introduction activity: We will ask students if they have carved pumpkins, and if so to share experiences about carving pumpkins. We will then read the book Pumpkin Jack by Will Hubbel.

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Introduction activity: Students will watch a time lapse video of the pumpkin life cycle and make observations.

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Introduction activity:
We will ask students to think about the introduction activity for the unit and guess what we may be reading about. We will listen to guesses and then read a book about the pumpkin life cycle, From Seed to Pumpkin By: Wendy Peffer.

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I will bring in pumpkin seeds, a vine, a gord/green pumpkin, and a pumpkin. The students can make observations in a “pumpkin observation booklet.” The students will also give predictions over what they think the lessons will be about.

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Pre Assessment Analysis (need of students)

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Pre Assessment Analysis (need of students)

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Olivia: Overall, the class preformed low on the pre-assessment based on their scores.  The score of 2.8 out of 7 for ELA (40%) and 2.5 out of 5 (50%)  for Science demonstrates a lack of knowledge over the topics. Based on this data, I know that the students need explicit instruction on sequence of events and the pumpkin life cycle.

Bailey: My class is scored an average of 3.3 out of 7 on ELA and 2.9/5 on Science.  WIth this knowledge, I know I need to really focus on the sequencing of events more so than the pumpkin life cycle.  Although, both are important, my students scored quite a bit lower on sequencing a story than on the life cycle.

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-ELA
Olivia:

The average of the students’ scores on the pre-assessment was a 2.8 out of 7.

Two students scored 0/7, six students scored 1/7, two students scored 2/7, three students scored 3/7, six students scored 5/7, and one student scored 7/7.

Bailey:

The average of the students’ scores on the pre-assessment was a 3.3 out of 7.

Four students scored a 0/7, five students scored a 1/7, two students scored a 3/7, one student scored a 5/7, two students scored a 6/7, four students scored a 7/7.

-Science
Olivia:

The average of students’ scores on the pre-assessment was 2.5/5.

Three students scored 0/5, three students scored ⅕, two students scored ⅖, 8 students scored ⅗, and four students scored 5/5

Bailey:

The average of the students’ scores on the pre-assessment was a 2.9/5.

Three students scored a 0/5,  two students scored a 1/5, two students scored a 2 / 5, and seven students scored a 5/5.

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Contextual Factors impacting each lesson

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Contextual Factors impacting each lesson

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-Lesson 1:

Students with low socioeconomic status may not have prior knowledge and experiences with pumpkins or the pumpkin life cycle. This may make the book From Seed to Pumpkin hard to understand/relate to. If the students do not understand the book the activities following about sequencing and  retelling will be very difficult.

-Lesson 2:

Many of the students’ developmental levels are below grade level for reading and writing. This may impact students’ ability to comprehend the story, understand the comparisons provided on chart paper, and make it difficult for students to make observations for the science objective.

-Lesson 3:

Students who may not have had experiences with buying and carving their own pumpkins may not relate to the story in this lesson. The boy in the story has a jack o lantern that begins to rot and makes new pumpkins. If students have not had this they may not know that pumpkins do this and think that it is a fictional principle.

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Objective 1:  The first grade student will construct a visual sequence to identify and sequence the main events of a story with 90% accuracy.

DOK 2

Objective 2:  The first grade student will construct a visual of the showing the pumpkin life cycle and demonstrate an understanding of the ongoing cycle with 80% accuracy.

DOK 2

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Objective 1:  The first grade student will match the sequence word with the corresponding event in the story by placing cards with 85% accuracy.

DOK 2

The first grade student will verbally retell the story, while picture cues with 70 percent accuracy.

DOK 2

Objective 2:  The first grade student will write or draw observations of the events in a pumpkin life cycle during a time-lapse video with 85% accuracy.

DOK 2

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Objective 1: The first grade student will sequence the main events of a story read aloud and draw pictures of the main events in sequential order with 80% accuracy. (DOK 3)
Objective 2: The first grade student will sequence the main events of the pumpkin life cycle including the offspring of a parent pumpkin by placing cards in sequential order with 70% accuracy.  (DOK 3)

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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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Potential Bias: Knowing students have a lower socioeconomic status, may cause bias that all of the students lack prior experiences necessary or that they may score lower on assessments.
Countering Bias: pre-asess all students over topic in the same way and create groups solely on the data and include lower, medium, and higher level grouping.
Potential Bias: Knowing the students who are struggling significantly to meet reading goals, may lead to a bias that the student struggles in all subject areas. This may lead to the science instruction not being challenging enough for the students
Countering Bias: Look at the pre-assessment results of both ELA and science to make decisions about grouping and instruction. Make sure the science instruction does not rely too much on literacy skills.

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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: Students have to pick out main details and sequence events in a story, but most of the students are below reading level, so comprehension and sequencing may be difficult
-Science: Students may not be able to recognize or identify vocabulary because of lack of experiences and lower reading levels

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-Retell the events of a story, on their own, addressing the beginning, middle, and end
-Identify the main details in a story
-Apply/compare the pumpkin life cycle to other life cycles
-Compare parent plants with offspring

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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: Have been exposed to learning about beginning, middle, and end
Science: Learned about the pumpkin life cycle in kindergarten, may have had experiences carving pumpkins and observing changes

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-Identify what happens  in a story using "first, then, last"
-Know the stages of the pumpkin life cycle

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-Identify what happens  in a story using "first, then, last"
--identify key details in a story
-Know the stages of the pumpkin life cycle

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Olivia: Low socioeconomic status, need background knowledge on pumpkins and observing the life cycle, many students below grade level for reading so they may need extra support and activities that fit their developmental level.

Bailey: Low socioeconomic status, some students may have no background knowledge or prior experiences about pumpkins or the life cycle, student with attention to task needs engaging activities

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Olivia:

Ages 6-7

African American (15), White (3), Hispanic (2)

10 boys, 10 girls

No IEPs

90.5% Free and Reduced Lunch

Bailey:

Ages: 6-7

African American (4), White (14), Hispanic (1), Asian (1)

12 Boys, 8 Girls

Autism: 1 Student (IEP)

Attention to Task: 1 Student (IEP)

70.9% Free and Reduced Lunch

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-Lesson 1, 2, and 3:  1.R1.A.d. Develop and demonstrate reading skills in response to reading text and read aloud by retelling main ideas in sequence including key details.
1.LS3.A.1 Make observations to construct an evidence based account that young plants and animals are like, but not exactly like, their parent

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-Sequence the given main events of a story read aloud.
-Retell the beginning, middle, and end of a story while using sequencing cards as cues.

-know the order of the pumpkin life cycle
-understand the pumpkin life cycle creates new pumpkins (different than the parent pumpkin)