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Owens Nicole Contextual Information
Owens Nicole Contextual Information
There are 4 male students and 9 female students with a total of 13 students.
The student’s achievement levels range from remedial to advanced. North Douglas
Elementary has a population of about 724 students and 14:1 student to teacher ratio. In
10.8% of the 3rd graders met the Milestones assessment in English Language Arts and
22.3% met the standards in math. In addition, 32.1% of the 4th graders met the English
Language Arts standards and 25.0% met the math standards. Around 31.4% of the 5th
grade students met the standards in English Language Arts, 20.7% met the standards in
Mathematics, 23.3% met the standards for Science, and 12.4% met the standards in
Social Studies. North Douglas Elementary is a Title 1 school and serves students with
disabilities.
The socio-economical status of the students is low income to middle class. North
Douglas has 85.6% recipients of free/reduced lunch. The population consist of 72.4
percent African Americans, 17.3 5 Hispanics, and 7.5% Whites. While observing the
students at North Douglas Elementary, there are some students with behavior issues and
needs constant redirecting. The student’s performs within the range of below average,
average, and above average. The students responds well to collaborative learning, one
student displays outburst and needs to be redirected, the students respond well to
challenging lessons. The students express interest in learning STEM related projects, a
are very helpful, shows motivation to learn, and demonstrates at great deal of creativity.
The tutorial after school program has 15 students and the afterschool program has about
30 students.
redirecting. He sometime make outburst and can perform about average but he has to be
redirected and encouraged. I focused on this student because I believe if he finds the
work interesting he will perform on task for longer periods of time. I also picked him
because if I can keep him busy my class is easier to manage. He has no economic
disadvantages but come from a single parent home. It is my belief that he acts out
because he longs for a father influence and he finds fitting in with other males a substitute
for that need. His friend choices are not good, but will listen to sound advice.
My other student is not from America and is from the Latino descent. He is a little slow
because of a language barrier. He understands simple words but gets confused at times
when too much talking is done at one time. He sits close to the board to hear and view
the content during class. Because he has limitations learning the English language, I will
make the lesson more visual by printing out the content of the lesson. I placed the
student in a group of students that speak Spanish. He sometimes gets confused during the
lesson because he can’t understand some words so I pre-teach the lesson whenever
possible. He meets with a Spanish interpreter twice a week to learn and understand
English better. I also honor the “silent period” that the student goes through when he feels
he can’t speak to give him time to gather his thoughts, he usually speak when he has
Another male student has speech impairment. He has an IEP that requires him to see the
speech-language pathologist (SLP) twice a week. The student has trouble pronouncing
words that start with a W and TH sounds. The SPL works with the student twice a week
to help the student better articulate his words. The student speech problem makes him
very shy, hesitant to volunteer in class, and take longer to complete assignments. The
other support given to this student is additional time to complete assignments, allowing
student to demonstrate learning one-on-one with me. I work very closely with the SLP to
facilitate communication and learning in the classroom. At times the student have issues
with following directions so I stand directly in front of the student and speak slow enough
I have a female student who is on an advanced learning level and often completes task
before time. To challenge her more by allowing the students to work at a learning center
provided in the classroom that ask higher level questions that require the student to look
at the cause, allow for flexible seating arrangements, and project assignments that
challenge the student. The female advanced student will be evaluated individually
instead of a group and administered an early assessment to determine how far in advance
to plan lesson for the student. The student is very self-sufficient and can work alone so
allowing her to work independently will help her stay engaged. I will also pair the
student up with a mentor that shares similar interest. To help each student various
experts will be invited to the classroom. The students will also enjoy a visit from a water
sewer worker from Douglas County Water and Sewer Authority. He will discuss the
issues with water and sewer pollution as well as they ways to prevent pollution. The
student will be allowed to ask the worker questions. Mentor (science teacher) from local
technical college will discuss green house effect to students during class time. Have a
CDC worker visit the school and conduct an informative description of normal cells and
cancerous cells. The science teacher will share how important STEM is to the
community. Student visits the Speech Language Pathologist two times a week (Tuesday
and Thursday). Payton Millinor is the STEM Coordinator for Lithia Springs High School
Based on my interaction with the students in the classroom, the students enjoy project-
based learning. The students love watching quick knowledge and concept videos from
the Smart Board. The students have access to travel laptops from the library and tutorial
Performance Task(s):
The unit includes tasks of formative assessment that checks for student
understanding/misunderstanding and or progress toward the
standard/learning goals at different points during a unit of instruction.
Formal Assessments:
The unit lessons includes formal assessment that support content knowledge taught by the
teacher in formative assessment which both reveal and develop students’ understanding
of key science, engineering, mathematical ideas and technology applications. These
lessons enable teachers and students to monitor in more detail their progress towards the
targets of the standards.
Informal Check(s):
The unit lesson includes informal assessments allow the teacher to evaluate the progress
of comprehension skills of my students.
Academic Prompt(s):
The academic prompts used in this unit lesson plan are quizzes and assessment rubrics.
STAGE 3: Daily Plans
Monday Tuesday Wednesday Thursday Friday
Include objective, Essential Questions Essential Questions Essential Questions Essential Questions Essential Questions
essential questions Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5
The student will The student will Describe the The student will The student will
(must have 2+ understand water understand the water greenhouse effect understand air understand air
content daily) pollution. cycle. and global pollution and the pollution and the
The student will The student will warming. human body. human body.
understand the understand how the Explain the The students will The students will
health and water walking water concept of global understand the 6 understand the 6
system. project is related to warming. criteria pollutants. criteria pollutants.
The students will the water cycle. Consider the The students will The students will
understand what The student will effects of global understand how understand how
sewage treatment understand the change on pollutants harm the pollutants harm the
plant function. scientific method. extreme weather. body. body.
The student will The student will Recognize ways The student will The student will
understand what not understand how to that they can lower understand how to understand how to
to flush down the conduct research on their impact on the calculate ratios. calculate ratios.
toilet. the Internet. environment at Objectives: Objectives:
The student will Objectives: home. The student will The students will
understand how to The student will The student will use identify the sources describe at least one
create a line graph explain how water technology to of air pollution. method that doctors
The student will move through the transfer meaningful The student will list use to treat cancer.
understand percent water cycle. learning experience effects that pollution The students will
data. The student will through research. has on the human explain major
The student will relate the walking The student will body limitations of current
understand how to on water project to demonstrate their The student will use cancer treatments.
design a filter the water cycle. ability to convert create a flyer to The students will
system. The student will use units of temperature. create awareness to demonstrate
The student will the scientific method The student will air pollution with knowledge of cancer
understand what to communicate create a Microsoft Word. and how it is related
sludge bags are used scientific ideas. greenhouse effect The student will use to genetics.
for. The student will use with a jar project. ratios to compare The students will
Objectives: the Internet to what Objectives: household air apply the 5-step
The student will types of water make Describe the pollution deaths. engineering design
recognize the up the earth and the greenhouse effect The student will process to design,
significant role of percentages. and global demonstrate how air build and test a
water in the earth The student will warming. pollution is harmful device to remove
process. demonstrate how to Explain the to the body using a cancer cells.
The students will convert percent to concept of global human body chart The student will
explore the fractions. warming. and literature learned research the Center
importance of The student will use Consider the in class for Disease and
curiosity, honesty, technology to effects of global . Georgia Science Control website for
openness, and transfer meaningful change on Standards statistical data of
skepticism in learning experience extreme weather. S6E5, S6CS3 population cancer
science. through research. Recognize ways Common Core rates.
The student will Georgia Standards that they can lower Standards The student will
understand the for Science their impact on the CCSS.MATH.CONT demonstrate their
importance of—and S6E3, S6CS6 environment at ENT.6.RP.A.1 mathematical
keep—honest, clear, Georgia Standards home. knowledge of
and accurate records for Math The student will use probability when
in science. MGSE4.NF.5 technology to graphing population
The students will CCSS.MATH.CON transfer meaningful tables of cancers.
question scientific TENT.6.RP.A.1 learning experience Science/Engineerin
claims and ISTE Standards through research. g NGSS
arguments for Students The student will
effectively. 3. Knowledge demonstrate their Engineering Design
The students will Constructor ability to convert Standards
display numerical units of temperature.
data in plots on a The student will
number line, 3-5-ETS1-1. 3-5-
create a ETS1-2. 3-5-ETS1-
including dot plots, greenhouse effect
histograms, and box 3.
with a jar project.
plots.
Georgia Science Common Core
The students will
Standards Math Standards
critically curate a
S6E4.
variety of resources
Common Core
using digital tools to CCSS.MATH.CON
construct Standards for TENT.7.SP.A.1
knowledge, produce Math
creative artifacts and CCSS.MATH.CON CCSS.MATH.CON
make meaningful TENT.5.MD.A.1. TENT.7.SP.C.6
learning experiences ISTE Standards
for themselves and for Students
others. Students: 3. Knowledge Technology - ISTE
plan and employ Constructor Standards for
effective research Students
strategies to locate
information and NGSS K-
other resources for 12
Science/Engine
their intellectual or ering Standards
creative pursuits
The student will MS-ETS1-1, MS-
asking questions and ETS1-3, MS-ETS1-4
defining problems
The students will
Georgia Standards
how to plan and
for Science 7th
Carry out
grade
investigations
The students will
analyzing and S7C Technology -
interpreting data ISTE Standards for
The students will Students
constructing
explanations and S6
designing solution
Georgia
Performance
Standards for
Science
S6E3., S6CS1.
S6CS7
Georgia
performance
Standards for Math
MGSE6.SP.4
Science &
Engineering – NGSS
Practice Standards
6th grade
Question How to structure Male ADHD Female Male Speech Male student
difficulty speaking
guiding your EDP for a How to structure advanced level Problems
English/ Spanish 1st
Water Pollution How to What is the language
lesson design student who may Project for difference
challenge Explain what is
have never student who between cancer air pollution
visited a doesn’t know
student for cell and normal activity?
construction site? about water greenhouse cell?
pollution? project?
Context for Low economic Low income Middle class Middle class Low income
student status
Context for Construction Water and Mentor Have a CDC Student visits
community crew members - Sewer worker (science worker visit the Speech
(guest?) will speak on teacher) from the school Language
water local and conduct Pathologist
pollution. technical an two times a
Payton college will informative week.
Millinor a discuss green description of (Tuesday and
STEM expert house effect normal cells Thursday)
will talk to to students and
the class during class cancerous
about STEM time. The cells.
in the science The CDC
community. teacher will worker will
share how describe how
important STEM
STEM is to education is
the related to the
community. CDC center.