Descriptive Overview
• Number of Students & Teachers: 19 students and 2 teachers
• Age range of the children: Seven to Eight years old
• Gender Balance: 8 girls and 11 boys
• Linguistic and Ethnic diversity: Unfortunately there is little linguistic or ethnic diversity in this class. There are no English Language Learners in the class. As far as ethnic diversity, one student is half Chinese, one student is half Japanese, and one student is half Mexican. One student speaks some Spanish that was learned when she lived in Arizona.
• Differentiated needs: In this class there are two students who have differentiated needs that include one on one support. One student has autism and will need the second teacher to work with him one on one with a modified …show more content…
There are two students who are writing above third grade and two students who have not been tested in writing due to special education needs. o Math- A math screener was issued to most students in this class at the beginning of the year. Two students were not tested due to special education needs. There are two students who tested below average for third grade. The majority of the students tested at a third grade level. There are four students who tested above a third grade math level and are also identified as TAG. Since the screener was administered at the beginning of the school year, I have seen significant growth in most of the students. I believe that most students are at a mid-third grade math level.
• Level of Family involvement: Most of the students in this class have a high level of family involvement both inside and outside of the classroom. There are five parents that are consistently involved in the classroom during writing and reading lessons. Outside of the classroom, most of the students have consistent parent involvement. This includes help with homework and reading with their students at night. There is one student who has a difficult home environment and he does not receive homework help except every other week. It is unknown if he is read to at …show more content…
The students are acting as Geologists throughout this unit and will develop skills such as; observation, writing their observations, performing geologic tests, and understanding how rocks are formed. I am intending for students to learn what the difference is between a rock and a mineral, understand how to perform geologic tests, and comprehend the rock cycle and how rocks are formed. Earth Materials and the Rock Cycle build off of previous science units in second grade and third grade. In the previous science unit entitled, States of Matter, the students practiced evaporation, freezing, and boiling. We will use all of these to perform experiments on rocks, minerals, and “mock” rocks. The unit will build on the student’s future learning in the fourth grade when they have to interpret the Earth’s geologic history and how it relates to space. They will have strong core knowledge in geology that will benefit their understanding.
Pre/Post Unit
• Number of Students & Teachers: 19 students and 2 teachers
• Age range of the children: Seven to Eight years old
• Gender Balance: 8 girls and 11 boys
• Linguistic and Ethnic diversity: Unfortunately there is little linguistic or ethnic diversity in this class. There are no English Language Learners in the class. As far as ethnic diversity, one student is half Chinese, one student is half Japanese, and one student is half Mexican. One student speaks some Spanish that was learned when she lived in Arizona.
• Differentiated needs: In this class there are two students who have differentiated needs that include one on one support. One student has autism and will need the second teacher to work with him one on one with a modified …show more content…
There are two students who are writing above third grade and two students who have not been tested in writing due to special education needs. o Math- A math screener was issued to most students in this class at the beginning of the year. Two students were not tested due to special education needs. There are two students who tested below average for third grade. The majority of the students tested at a third grade level. There are four students who tested above a third grade math level and are also identified as TAG. Since the screener was administered at the beginning of the school year, I have seen significant growth in most of the students. I believe that most students are at a mid-third grade math level.
• Level of Family involvement: Most of the students in this class have a high level of family involvement both inside and outside of the classroom. There are five parents that are consistently involved in the classroom during writing and reading lessons. Outside of the classroom, most of the students have consistent parent involvement. This includes help with homework and reading with their students at night. There is one student who has a difficult home environment and he does not receive homework help except every other week. It is unknown if he is read to at …show more content…
The students are acting as Geologists throughout this unit and will develop skills such as; observation, writing their observations, performing geologic tests, and understanding how rocks are formed. I am intending for students to learn what the difference is between a rock and a mineral, understand how to perform geologic tests, and comprehend the rock cycle and how rocks are formed. Earth Materials and the Rock Cycle build off of previous science units in second grade and third grade. In the previous science unit entitled, States of Matter, the students practiced evaporation, freezing, and boiling. We will use all of these to perform experiments on rocks, minerals, and “mock” rocks. The unit will build on the student’s future learning in the fourth grade when they have to interpret the Earth’s geologic history and how it relates to space. They will have strong core knowledge in geology that will benefit their understanding.
Pre/Post Unit