Artifact #5: Math and Science Planning Documents

This artifact showcases my ability to plan for a week’s worth of curriculum material for

grade two students in math and science. In EDU 502, I created two planning documents for math

and science for lessons that I prepared that demonstrate my knowledge and ability to plan lessons

according the curriculum and determine what kinds of lessons can be incorporated into a week’s

learning segments. For the math planning document, the week focuses on grade two graphing

and learning about and constructing various graphs throughout the week. For the science

planning document, the week focuses on grade two liquids and solids and experimenting with

various solids and liquids throughout the week. Both of these documents outline essential

questions that I would ask my students along with the objective, topic, and materials required for

each days lessons. The day to day lessons designed for the planning documents allow students to

learn and explore while completing hands on tasks that keep them engaged and excited to learn.

Topics and interests expressed by students are taken into account as they are more likely want to

learn when it is something that keeps them intrigued.

Connections to Standards

INTASC Standards

Standard #1: Learner Development

The teacher understands how learners grow and develop, recognizing that patterns of

learning and development vary individually within and across the cognitive, linguistic, social,

emotional, and physical areas, and designs and implements developmentally appropriate and

challenging learning experiences.

 1(b): The teacher creates developmentally appropriate instruction that takes into account

individual learners’ strengths, interests, and needs and that enable each learner to advance and

accelerate his/her learning.

Standard #7: Planning for Instruction

The teacher plans instruction that supports every student in meeting rigorous learning

goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and

pedagogy, as well as knowledge of learners and the community context.

7(d): The teacher plans for instruction based on formative and summative assessment

data, prior learner knowledge, and learner interest.

NYS Code of Ethics for Educators

Principle 2: Educators create, support, and maintain challenging learning

environments for all.

Educators apply their professional knowledge to promote student learning. They know

the curriculum and utilize a range of strategies and assessments to address differences. Educators

develop and implement programs based upon a strong understanding of human development and

learning theory. They support a challenging learning environment. They advocate for necessary

resources to teach to higher levels of learning. They establish and maintain clear standards of

behavior and civility. Educators are role models, displaying the habits of mind and work

necessary to develop and apply knowledge while simultaneously displaying a curiosity and

enthusiasm for learning. They invite students to become active, inquisitive, and discerning

individuals who reflect upon and monitor their own learning.

The Ontario Ethical Teacher Standards

 Care: The ethical standard of Care includes compassion, acceptance, interest, and insight

for developing students’ potential. Members express their commitment to students’ well-being

and learning through positive influence, professional judgment and empathy in practice.

P-12 NYS Common Core Learning Standards for ELA, Math and Social Studies

A. Standards:

Category: Measurement & Data

Grade: Grade 2

Standard: 2.MD.D.10: Draw a picture and a bar graph (with single-unit scale) to

represent a data set with up to four categories. Solve simple put-together, take-apart, and

compare problems using information present in a bar graph.

Category: Matter and Its Interactions

Grade: Grade 2

Standard: 2-PS1-1: Plan and conduct an investigation to describe and classify different

kinds of materials by their observable properties.

Ontario Ministry of Education Expectation

A. Standards:

Category: Data Relationships

Grade: Grade 2
 Standard: Data Relationships: Read primary data present in concrete graphs,

pictographs, line plots, simple bar graphs, and other graphic organizers (e.g., tally charts,

diagrams), and describe the data using mathematical language.

TEAC/CAEP Claims 1-3

Claim 1: Medaille College graduates know the subject matter in their certification

area(s).

Claim 2: Medaille College graduates meet the needs of diverse learners through effective

pedagogy and best teaching practices.

Claim 3: Medaille College graduates are caring educators.

Council for Exceptional Children (CEC)

3. Promoting meaningful and inclusive participation of individuals with exceptionalities

in their schools and communities.

6. Using evidence, instructional data, research, and professional knowledge to inform

practice.
 Teacher Planning Document for Math
Week of: September 17-21
Monday (Day 1) Tuesday (Day 2) Wednesday (Day 3) Thursday (Day 4) Friday (Day 5)

Essential question: Essential question: Essential question: Essential question: Essential question:

What does it mean to Why is it important for How do we gather data How do we gather data Can we use different
interpret data? you to understand how and construct a bar and construct a types of graphs to show
data is organized? graph? pictograph? to same data?

Objective: Objective: Objective: Objective: Objective:

Students will be able to Students will be able to Students will be able to Students will be able to Students will be able to
describe the purpose of identify different types construct a bar graph to construct a pictograph to construct pie graphs to
graphing. Students will of graphs used to represent data. represent data. represent data.
also be able to interpret interpret given data.
and gather data. Students will also be
able to identify features
of graphs.

Topic: Data Topic: Data Topic: Data Topic: Data Topic: Data
Management— Management— Management— Management— Management—
Graphing: Introduce Graphing: Identifying Graphing: Working with Graphing: Working with Graphing: Working with
graphing to students and Interpreting Graphs Bar Graphs Pictographs Pie Graphs
- Students will - Students will learn - Students will be - Students will be - Students will create
understand the use various forms of working with data creating their own their own pie graphs
of graphs to interpret graphs and creating bar pictographs after using data provided
data - Students will learn graphs lesson - Students will briefly
- Students will be about the features - Teacher will model; - Students will apply be introduced to
working on needed to be will work together their learning and fractions; teacher
gathering their own included in graphs with students, then create their own will explain that this
 data within the class such as legends, provide independent symbols to represent learning will occur
to apply their titles, etc. task for students to data they have later in the year.
learning. apply their learning collected.

Materials: Materials: Materials: Materials: Materials:

- Vocabulary Anchor - Vocabulary Anchor - Vocabulary Anchor - Vocabulary Anchor - Vocabulary Anchor
Chart Chart Chart Chart Chart
- Blank Bar Graph - “Graphing Features” - Blank Bar Graph - “Pick a Flower - “Just Desserts”
Sheet Worksheet Sheet Pictograph” Worksheet
- “Tally, Tally” - “Nellie’s Nature Worksheet
Worksheet Hike” Worksheet
- Mini whiteboards
- Whiteboard markers
- Whiteboard erasers
 Teacher Planning Document for Science
Week of: November 13-17
Monday (Day 1) Tuesday (Day 2) Wednesday (Day 3) Thursday (Day 4) Friday (Day 5)

Essential question: Essential question: Essential question: Essential question: Essential question:

What are some What does it mean when What are some changes What are some liquids What are some
examples of liquids and something dissolves? that can happen to that we can experiment hypotheses you can
solids we see daily? solids? with? make about mixing
liquids with liquids and
solids with solids?

Objective: Objective: Objective: Objective: Objective:

Students will be able to Students will be able to Students will be able to Students will be able to Students will be able to
identify liquids and examine and identify explore properties of explore the many uses examine changes
solids. some solids that solids and experiment of liquids and between mixing liquids
dissolve in water. experiment with liquids and solids
with solids

Topic: Physical Topic: Physical Topic: Physical Topic: Physical Topic: Physical
Science: Introduction to Science: Working with Science: Working With Science: Working with Science: Experimenting
solids and liquids solids and liquids Solids Liquids with solid and liquid
- Students will be - Students will be - Students will be - Students will be stations
learning about experimenting with learning about experimenting with - Students will have
various liquids and water and solids to various forms of mixing various the opportunity to go
solids hypothesize the solids that can liquids to see to various stations
- Will learned about possible changes change properties changing properties. designed with topics
various changes that that can occur. when mixed. we have covered for
 can occur the week.

Materials: Materials: Materials: Materials: Materials:

- Vocabulary anchor - Vocabulary anchor - Vocabulary anchor - Vocabulary anchor - Vocabulary anchor
chart chart chart chart chart
- Video Clip “Solids - Solids to put in - Baking soda - Water - Clear containers
and Liquids” water (sugar, salt, - Sugar - Oil - Water
https://www.youtube glitter, and sand) - Salt - Vinegar - Oil
.com/watch?v=qYzj - Containers to hold - Powdered sugar - Measuring cups - Sand
g5nRMOg solids - Measuring cups - Clear containers - Sugar
- Ground black pepper - Clear containers - Baking soda
for modelling - Vinegar
- 4 individual cups of - Measuring cups
water - Paper towel
- 4-5 clear plastic - Data recording
cups for groups worksheets
- Spoons - Goggles
- “To Dissolve or Not
Dissolve” worksheet