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New York State Academy for Teaching and Learning

Final Learning Experience

Contact InformationResiding Address(including street, city,State, and zip-code)

Katie Auge4380 Main StreetAmherst, NY 14226

Phone number Cell Phone716-244-1215

Email Address [email protected]

School InformationGrade Level Instructed Grade 2Content Area addressed within LE Science (Five Senses - Ear)School District in which the LE was implemented

Amherst School District

Specific School within District Smallwood ElementarySchool Address (including street, city,State, and zip-code)

300 Smallwood DriveAmherst, NY 14226Phone: (716)362-2100

Cooperating Teacher: Mrs. Karen Pierino

Title of Learning Experience: The Ear- One of our Five Senses

NYS Standards/Performance Indicators:Level: ElementaryLearning Standard: MSTMST Standard: ScienceContent Standard: Standard 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.Area of Study: The Living EnvironmentKey Idea: (5) Organisms maintain a dynamic equilibrium that sustains life.Performance Indicator: (5.2) Describe some survival behaviors of common living specimens.Major Understanding: (5.2c) Senses can provide essential information (regarding danger, food, mates, etc.) to animals about their environment.Page Number: 21 (Elementary Science Core Curriculum K-4) 4.LE.5.2c

Elementary/Beginning Level Intermediate Commencement Alternate/Students with Disabilities

Peer Review Date: March 28, 2013Focus Question: How can I improve my rubric to make it even more reliable and valid?

1. Learning Context1

Katie Auge | March 28th, 2013

mailto:[email protected]

Purpose/Rationale for Learning Experience: The purpose of this learning experience is to ensure that students understand why the ear is of importance to us. The students learn about the different parts and functions of the ear and how ears play a role in keeping us safe and helping us maintain our balance.

Enduring Understanding(s): Students should fully understand that the role of the ear, hearing, is one of our five senses. Our senses provide us with essential information about our environment. The ear plays an important role in maintaining our balance and keeping us safe.

Essential Question(s):

Why is the ear important to us?

Guiding Questions:

What body part helps us hear? Which of the five senses do we use when we use our ears? What are 10 parts of the ear? What are 10 functions of the 10 parts of the ear? What part of the ear helps us to keep our balance? How does the ear help us to be safe?

Key Subject-Specific Vocabulary: senses: there are five: hearing, tasting, feeling, seeing, and smellingequilibrium: equal balanceorganism: an individual animal or plantmaintain: keep at the same leveldynamic: characterized by change, activity, or progresssustains: strengthen or support physically or mentallyspecimens: an individual animal or plant used as an example of its species

Congruency Table:

Level: ElementaryLearning Standard: MSTMST Standard: Science Content Standard: Standard 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.Area of Study: The Living EnvironmentKey Idea: (5) Organisms maintain a dynamic equilibrium that sustains life.Performance Indicator: (5.2) Describe some survival behaviors of common living specimens.Major Understanding: (5.2c) Senses can provide essential information (regarding danger, food, mates, etc.) to animals about their environment.

2Katie Auge | March 28th, 2013

Page Number: 21 (Elementary Science Core Curriculum K-4) 4.LE.5.2c

Instructional Task Learning Objectives Student Work Assessment Tool

Students orally discuss the importance of the ear and what it can tell us about the environment.

-Whole group instruction

As a whole class, each learner will be able to orally discuss one reason why the ear is important.

An activity in which students begin to understand how often we use our hearing. Importance of Ear Worksheet - Appendix F: page 30

Students are given a checkmark for participation.

Students identify the different parts of the ear from a poster.


Independently, TLWBAT correctly identify all ten parts of the ear at a level 3 on the Ear Rubric.

Post Assessment- Appendix M: page 42Student Work : pages 51-69

A four point Ear Rubric is used to assess the students’ level of understanding with regard to creating a poster in which the students correctly: label all ten

parts of the ear identify the

correct function for all ten parts

name two reasons why the ear is important to us in any environment

Rubric: Page 5-6

Students describe the functions of the different parts of the ear (including the parts of the outer ear, middle ear, and inner ear).


Independently, TLWBAT identify the functions of all ten parts of the ear at a level 3 on the Ear Rubric.

Students make the connection of importance to the functions of the ear. Students realize that each function serves a purpose and all of the parts of the ear combined are important.


Individually, TLWBAT write two reasons why the functions of the ears are important to us in any environment at a level 3 on the Ear Rubric.

Supporting Standard: English Language Arts: RI.2.6 (Page 20)Common Core Standard: ELACollege and Career Readiness Standard: Key Ideas and Details (R.CCR)Strand: Reading for InformationGrade: 2nd


Standard: (6) Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Class Background:

There are 22 second grade students in my classroom and all students are at a second grade level. There are 12 girls and 10 boys in the class. There are no students with an Individualized Education Plan in this class, but there are two students that get extra help with reading.

The classroom has four rectangular tables that the students sit at. (Appendix B: Floor Plan, page 21) They do not have assigned seating, and they do well with this seating arrangement. There are minimal disruptions during the activities.

The classroom rules can be found in Appendix C: Rules, page 23. There are many procedures in the classroom to help the classroom maintain its rhythm. They can be found in Appendix D: Procedures, page 24.

Overview of what students need to know/ be able to do in order to succeed:

Prior to Learning Experience: Prior to the learning experience the students learned about the different parts and functions of the eye. They also learned why seeing is important to us as we go about everyday life. Students need to be able to read and label diagrams in order to be successful in this learning experience.

During and after the implementation of LE: Throughout the learning experience, the students make connections to how certain parts of the ear allow us to hear the different sounds. Students practice using their hearing to identify and locate specific sounds as well as be able to tell the parts of the ear help us with everyday life. By the end of the learning experience, students are able to explain how the ear helps us maintain our balance, and how the ear helps us to stay safe.

2. Assessment Plan

Tools

Diagnostic:

On the first day of the learning experience, students label ten parts of the ear using a word bank, as part of a pre-assessment. In addition, students match the part of the ear with the corresponding function and provide two reasons why the ear is of importance to us. This diagnostic test provides insight into what the students actually know about the ear, and informs my instruction. A sample pre-test can be found in Appendix E: Pre-Assessment, page 25.


Formative:

Students are formatively assessed through different in-class assignments. I rate the students’ progress based on their success on these activities. On the day before the summative assessment, as a class we review using a PowerPoint (Appendix L: Ear Review PowerPoint, page 37). Students use white boards to answer the questions on the slides. I determine if the students are ready for the test based on the answers that they give.

Summative:

Students are given a test (Appendix M: Blank Post-Assessment, page 42) that requires them to label all 10 parts and identify the functions of each part of the ear. The students write in complete sentences two reasons why the ear is important to us. The students’ grades on this test is recorded in the grade book. The grade book contains a combination of all points scored on the test or activity over the potential points scored. This eventually gives the student a letter grade on their report cards. The students are assessed using the weighed rubric shown below. Students self-assess using a checklist (page 6). The Ear Rubric is specifically aligned to the NYS Standards and Performance Indicators related to “Senses can provide essential information (regarding danger…etc.) to animals about their environment” and is weighted more heavily on the Rubric. The importance of the ear is the most stressed part throughout this learning experience.

Rubric

The Ear RubricDimensions Level 4 Level 3 Level 2 Level 1Parts of the Ear(weight: 1x)

Student correctly identifies all 10 parts of the ear.

AND Student has spelled every part correctly.

Student correctly identifies all 10 parts of the ear with mostly correct spelling

AND

Student may have a few letter reversals, or misspellings.

Student has 7-9 correctly identified parts of the ear.

AND

Student has 4-5 letter reversals or misspellings.

Student has 6 or less correctly identified parts of the ear.

AND

Student has 6 or more letter reversals or misspellings.

Functions of the Ear(weight: 1x)

Student correctly cuts and pastes all 10 functions for each part.

Student correctly cuts and pastes 8-9 functions in relation to the diagram of the ear.

Student correctly cuts and pastes 6-7 functions in relation to the diagram of the ear.

Student correctly cuts and pastes 5 or less functions of the ear in relation to the diagram of the ear.

Part matches Function(weight: 1x)

Student correctly matches all 10 parts of the ear to the correct function.

Student correctly matches 8-9 parts of the ear to the correct function.

Student correctly matches 6-7 parts of the ear to the correct function.

Student correctly matches 5 or less parts of the ear to the correct function.


Importance of the Ear(weight: 2x)

Student fully explains two reasons why the ear is of importance to us.

AND

Student includes reasons of both balance and safety and writes supporting details to enhance their answer.

Student briefly explains two reasons why the ear is of importance to us.

AND

Student includes both balance and safety but does not go into further detail to support their sentences.

Student fully explains one reason why the ear is of importance to us.

AND

Student either includes safety or balance in their sentences.

Student partially explains one reason why the ear is of importance to us.

Student does not explain a reason why the ear is of importance to us. AND

Student vaguely references either balance or safety.

OR

Student does not mention balance or safety at all in their sentences.

Mechanics(weight: 1x)

Student uses more than 1 complete sentence to help further explain their thoughts.

Student uses a complete sentence including both reasons.

Student uses a complete sentence.

Student does not use a complete sentence.

Total: _______/24Comments:__________________________________________________________________________________________________________________________________________________

Student Checklist:

Ear Test Checklist

I wrote my name!I labeled all 10 parts of the ear!I pasted 10 functions of the ear into the boxes on each page!I wrote two reasons why the ear is important!I used complete sentences!

3. Student Work6

Katie Auge | March 28th, 2013

Twenty-one students took part in this learning experience and all made some progress. All students are at a general 2nd grade level with the exception of one student who struggles with reading and gets extra assistance. This student started the test independently but was becoming more and more frustrated, so the test was read to her. She knew the content, but her reading was hindering her performance on the test. She completed as much of the test to the best of her ability before she received assistance from a teacher.

Below is a graph showing the scores of all students 1-21 on their pretest and their posttest.

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Level Pre-Test Post-TestDeveloping (0-20) 21 1Proficient (21-30) 0 8Distinguished (31-40) 0 12

The students’ scores were quite low on the pretest because students had little prior knowledge. Most students told me afterwards that they guessed on the whole test because they didn’t have any clue what each part is on the ear or each function does for the ear. Aside from the ears “helping us hear,” the students didn’t know any other reasons why the ear could be of importance to us. Based on the statistics from the test scores, the mode and the median on the test was a 35. The mean on the post assessment was a 29.5. The students did a magnificent job with this learning experience. All students improved from pre- to post-test. One student only improved eight


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The 21 students who were involved in this LE

Scores on Pre/Post Tests

points overall. This student received credit for one part of the written portion of the test. I was at least happy this student understood that the hear helps us to maintain balance. This information directly relates back to the NYS Standard addressed by this learning experience. A possible explanation for why the student only increased his score by eight points could be because this student likes to be the class clown.

The rest of the students increased their scores by at least 18 points. This indicated that the students were learning the information that was presented in the lessons in this learning experience.

A teacher exemplar is included in Appendix N, page 47 and examples of each level of student work can be found in the appendix. Appendix O, page 51, contains my distinguished level of student work. Appendix P, page 58, contains my proficient level of student work. Appendix Q, page 64, contains my developing level of student work.

4. Procedure

Day 1: PRE-ASSESSMENTStudents take a pre-test to determine prior knowledge about the ear. (Appendix E: Pre-Assessment, page 25)

Day 2: IMPORTANCEAnticipatory Set:Students sit at the rectangular tables, or at the yellow circle table in the room. The teacher gives the directions that students must remain silent for a whole minute. They need to pay extra special attention to what they can hear when nobody is talking. They write down everything they hear when everyone is trying to be quiet. (Examples may include: clock, talking, breathing, pencil writing on paper, the heater, footsteps, and erasing.) See what interesting noises everyone can hear. Next we take turns sharing the different things that everyone heard. Student raise their hands and wait to be called on before talking. As a class we could also predict what kinds of things we might hear if we were outside at that exact moment. To wrap up this part of the lesson, the teacher asks students how they were able to hear all of the different noises. When a student provides me with a correct answer of “ear,” I confirm the answer and tell the whole class we are starting a unit on the ear. I activate prior knowledge about the eye unit we did the previous week and ask students why we played the game “pin the eye on the monster.” The answer I am looking for is for students to respond something like “to discover the importance of the eye.” I tell students that today since we are now starting the eye unit, we are learning why our ears are important.

Input/Modeling/Checking for Understanding:In groups, I call the students over to join me on the rug. Once all students are on the rug, I introduce the book we are read. Next, the teacher reads the book Hearing by Maria Hidalgo. Throughout the reading, we make connections to our previous activity when we were all silent and listed the different things that we heard. I pay special attention to the part where the author


is talking about the importance of the ear. I ask the students if they have any other ideas as to why our ears are important. To check for understanding, I have students give me a thumbs-up sign if they understand why our ears are important to us. If students are unsure of why the ears are important, they either give me a thumbs-down sign or a thumb-to-the-side sign. Before students go to the green tables, I first explain the next activity we are doing.

Guided Practice:Students go back to the green tables. Every student needs a pencil and I pass out a paper for all students (Appendix F: Importance of Ear Worksheet, page 30). I explain to the students that I am going to make 10 different noises. They need to close their eyes when I make the noise and then they open their eyes to write down what they heard. Once all ten noises have been written down, we go back through and go over each one. I make the noise again as I go through each one with the students. We discuss why we did this activity. Again we extend the conversation into the different reasons in which the ear is important.

Example sounds:

1. Shake pennies or other coins 2. Clap hands 3. Knock on a desk4. Tap a pencil or pen on a desk 5. Close a book 6. Crumple up paper7. Staple paper8. Tear some paper 9. Whistle10. Crinkle a plastic bottle

Independent Practice:Students sit at the green tables and work quietly. At the bottom of the page from guided practice, students write down, in a complete sentence, at least one reason why ears are important to us. When students are done they can turn the paper over and draw a picture. Once students are all done, their work goes into the finished work bin and they go back over to the rug.

Assessment:To be sure that the students fully grasped the importance of this lesson, I collect the students’ worksheets. At an appropriate time I can go through and read all of things that they wrote. Based on the student work, I can be sure whether or not the students fully grasped the lesson. Closure:Students are called back over to the rug. We discuss what we learned about the importance of the ear.

Resources:This listening activity along with other creative ideas can be found at the website:


http://faculty.washington.edu/chudler/chhearing.html.

Day 3: IMPORTANCE/DEAFNESS Anticipatory Set: To begin the lesson today, I tell my students that I am going to start over by the door and I need to get all the way across the room to the rug. I am going to try to do it with my eyes closed. (There is an aide in the room that is making sure students are behaving while my eyes are closed.) I tell the students that I need directions to get me from the door to the rug without running into anything. I purposely gently bump into a couple things on my venture over to the rug. Once I finally make it to my chair I ask students to volunteer to tell me why I just did that activity. If students do not provide on target answers I scaffold them so that the two answers I get are that following directions is important, and hearing is important because they helped to keep me safe in the classroom. At this time, I repeat the same activity. This time, I want my students to give me specific directions so that I can make it through the classroom without bumping into anything.

Input/Modeling/Checking for Understanding:Now that the students are ready to start, I begin by discussing the upcoming steps in the lesson. First we read a book, and then continue to discuss the importance of the ears. One of the guiding questions of this lesson today is “do we need to hear.” The answer is no, because there are people in the world who are deaf and cannot hear. I also ask students how people who are deaf communicate. The answer I’m looking for is sign language. The book we are reading today is I Have a Sister, My Sister is Deaf by Jeanne Whitehouse Peterson. After reading this book, we learn a little bit of American Sign Language (ASL). I teach the students the alphabet, as well as the signs for “my name is” and the signs for “may I please go to the bathroom.”

Guided Practice:As a class we go through each sign many times. The students may find it fascinating to learn a “new” language. I make sure that the students have their hands in the right positions as they sign each letter or word. At this time we will now switch back over to talking about the ear again. We discuss that hearing is important but it is not a necessity. Using our ears indeed helps us to stay safe.

Independent Practice:Students have a poem about ears to add into their poetry notebooks (Appendix K: Ear Poem, page 36). They must cut it out and paste it into their notebooks. They need to draw a picture that correlates with the poem.

Assessment:I walk around the room to make sure the students are on task.

For the rest of the week, I have students sign to me that they have to go the bathroom. They are using these skills to help communicate, and it is beneficial because they do not interrupt a lesson by shouting out.

Closure:


http://faculty.washington.edu/chudler/chhearing.html

Students are called back to the rug before the independent practice starts and we discuss the importance of the ear and anything else that we have learned on this day. Students are told that for at least the rest of the week, if they need to use the restroom, they need to ask me in sign language.

Day 4: THE OUTER EAR/MIDDLE EARAnticipatory Set:Today, I bring in two funnels. I ask the students if they know what the objects are, or what they are used for. I ask students if they have ever seen their parents use a funnel before. I ask them to give me an example of how it was used. After this little discussion, I tell the students that today we are going to be learning about six different parts of the ear, and one of them works kind of like a funnel.

Input/Modeling/Checking for Understanding:There are six words on the poster covered up (Appendix H: Ear Poster, page 32). As I introduce each word, I ask for various student volunteers to pull off the coverings of each word. The six words and functions are listed as follows:

Auricle- the visible part of the ear; like a funnel; collects sound vibrations from around us and funnels them into the ear.

(At this time, I have all students touch their auricles. I have them wiggle them a little and then gain their attention back.)

Auditory Canal- the tube through which sound travels to the eardrum; helps understand and determine the source and direction of the sound.

Eardrum- thin membrane that vibrates when sound waves reach it

(The next three bones are part of the inner ear. I write this sentence on the board. “The middle ear HAS three teeny tiny bones.” After I go through each of the next three parts, I ask the students if they know why I put that sentence on the board.)

Hammer- a tiny bone that passes vibrations from the eardrum to the anvil

Anvil- a tiny bone that passes vibrations from the hammer to the stirrup

Stirrup- a tiny, U-shaped bone that passes vibrations from the hammer to the stirrup

(With prompting, students make the connection that HAS is in all caps because it stands for Hammer, Anvil, Stirrup. As a class we say these three words together in a regular voice, in a whisper voice, in a man voice, and in a high pitched girl’s voice. If students remember this word HAS, they should be able to remember the sequence of the bones in the middle ear.)


At this time I say the function of each of the parts we have gone over. When I say the function, the student has to guess which part it is. If the student guesses correctly, they get to cover the word back up on the poster. I repeat this process until all words are covered back up.

Next, I read the book Hearing by Smith & Crenson.

Guided Practice:As I read the book, when students hear one of the new parts that we have been introduced to today they raise their hand quietly. If they can name the part and know where it is on the poster, they can remove it from the poster. Once I have gotten through all six parts of the ear, I finish up the book and introduce the worksheet we are doing for independent practice.

Independent Practice:I thoroughly explain a worksheet entitled “Now Hear This!” (Appendix G: Now Hear This Worksheet, page 31) and I explain that the students write the names of five ear parts. They do not need any prior knowledge to do this. It is just a worksheet that is starting to introduce the parts of the ear that we are going to learn about in the days to come.

Assessment:I can tell if students understand the material if they are volunteering to move words on or off the poster, and if they are getting questions correct.

Closure:For this part of the lesson, before the students start their independent practice, I pull the screen down and make sure the projector is on and we watch a short video on YouTube. This video reviews the important parts and functions of the ear that we have learned today. http://www.youtube.com/watch?v=LQ9FrmQkH4w Day 5: -THE INNER EARAnticipatory Set:To begin, I have all my students spread out to an open area. First I ask each student what leg they would use to kick a ball. Once they answer, I tell them that that is the leg they are going to hold up into the air. The students need to put their hands on their hips and have the leg that they kick the ball with up in the air as they try to balance. I am near the corner of the room so that I can see all students participate in this activity. Next, to make this activity more challenging, students close their eyes with their hands on their hips as they balance on one leg. As long as students are in open areas this should not be a dangerous activity. Students may have trouble with this because it is a hard task. After about 20 seconds of trying to balance this way, I invite students to join me on the rug. I ask students why they thought we were doing the activity. The word I am looking for is balance. Once I hear the word balance I tell all the students that today we are learning about different parts of the ear and one of them in particular helps us with our balance.

Input/Modeling/Checking for Understanding:


http://www.youtube.com/watch?v=LQ9FrmQkH4w

First we review the parts of the ear we learned about yesterday. They are labeled 1-6 on the poster. I say a number and a student can volunteer if they know which part it is and what its function is. If the student gets it correct, they get to remove the paper over the top of the word. After we have reviewed the six words, we read the book You and Your Ears by Douglas Mathers. This book introduces the next four parts we are learning about today.

After the book is over I ask students if they remembered any of the new parts of the ear we could be learning about today. The four new parts and functions are:

Eustachian Tube- it equalizes the pressure between the middle ear and the air outside(This part of the ear connects to the throat. It is the part that helps your ears pop by letting in more pressure or taking pressure out of your ear. I have my students make a letter “e” in sign language and I say that Eustachian begins with an “e” and so does “equalizes.” If you make this connection you are able to remember what this part of the ear does.)

Cochlea- lined with tiny hairs that move when vibrated and cause a nerve impulse to form

Auditory Nerve- carries impulses from the inner ear to the brain

Semicircular Canals- three loops of fluid-filled tubes that are responsible for body balance and detect direction of rotation of head

(I can relate this to the anticipatory set. This part of the ear is one of the most important parts! It helps us with our balance.)

One at a time as the words are introduced, I uncover them on the poster. As a class we will talk about the shapes of each of them. For example, we talk about what a semicircle looks like and how if we know what a semicircle looks like it is easy to know what the semicircular canals look like.

Guided Practice:For guided practice, I cover up all the words again on the poster. One at a time, I read the function of a part of the ear. Students volunteer to answer the question. If a student answers correctly, they get to remove the covered up word from the poster.

Independent Practice:For the independent practice today, the students are labeling parts of the ear and making it into a booklet. They need scissors and crayons as well to complete this project. This can be found in Appendix I: Ear Booklet, page 33.

Students also have a crossword puzzle with all of the parts and functions of the ear. There is a word box on this crossword puzzle to make sure students are spelling the parts of the ear correctly. This can be found in Appendix J: Ear Crossword Puzzle, page 35.

Assessment:


Based on student work during independent practice and student participation during the lesson, I can assess how well students are doing with the content we are learning about.

Closure:For the closing part of the lesson, before the students start their independent practice, I pull the screen down and make sure the projector is on and we watch a short video on YouTube. This video reviews the important parts and functions of the ear that we have learned today. http://www.youtube.com/watch?v=CSO765hyxrc

Day 6: -REVIEWWe review everything we have learned thus far about the ear. First, students watch a movie during snack time. The movie is Your Ears (Second Edition). It is about 9 minutes and reviews what we have already learned thus far in the unit. After lunch, students get white boards and answer the multiple choice questions asked of them during the PowerPoint.

During the PowerPoint review, I divide the class up into two groups and we alternate saying the two words “balance” and “safety.” I have my students whisper it to me, say it in a man voice, and also say it in a high pitched girl’s voice. This really emphasizes that the ear is important for balance and also to help keep us safe. Students also enjoy doing the different voices.

Day 7: - POST ASSESSMENTDuring snack time, students watch a 15 minute video, Zardip’s Search for Healthy Wellness, which reiterates all that we have been learning about the ear.

After lunch, I answer any remaining questions that students may have about the ear, and then students complete the post-assessment. During the test, the Ear Poster is taken down.

5. Resources

ReferencesHidalgo, M. (2003) Hearing. Minnesota: Smart Apple Media

Mathers, D. (1991). You and your ears. Montana: San Val. Peterson, J.W. (1977) I have a sister, my sister is deaf. New York: Harper Collins.Smith, K.B. & Crenson, V. (1987) Hearing. New Jersey: Troll Communications.

TVOntario. (1994). Zardip’s search for healthy wellness / ears. Princeton: NJ: Films for the Humanities.

Hisgen, J. W. (2012) Senses: Your ears. 2nd Ed. Chicago Illinois: Encyclopedia Britannica, USA.

McWilliams, S. (2003). Journey into the five senses. Science and Children, v40 n5 p38-43. ERIC: EJ663603.

Materials


http://www.youtube.com/watch?v=CSO765hyxrc

Ear Poster (labeled diagram of the ear and its parts) Post Assessment Student Checklist Importance of Ear Worksheet Now Hear This Worksheet Ear Booklet Ear Crossword Puzzle Ear Poem Ear Review PowerPoint

Supplies individual white boards pencils tissue for erasing expo marker for each student glue funnels (2) scissors white board easel white board tape construction paper Scrap paper Coins in a container 5 pieces of paper plastic bottle

Technology computer projection unit TV VCR YouTube PowerPoint http://www.youtube.com/watch?v=CSO765hyxrc StudyJams – Hearing and the Ear http://www.youtube.com/watch?v=LQ9FrmQkH4w How the Body Works – The Ears http://faculty.washington.edu/chudler/chhearing.html - Hearing Activity

6. Differentiated Instruction/Modification Table


http://faculty.washington.edu/chudler/chhearing.html

http://www.youtube.com/watch?v=LQ9FrmQkH4w

http://www.youtube.com/watch?v=CSO765hyxrc

The green rectangular tables in the classroom are in a “U” shape to manage student behavior. There were many other modifications used throughout this lesson. These modifications can be found in the table below. This modification table was designed to meet the needs of this second grade classroom and the students the lesson was designed for. The modifications can be used in other subject areas in this classroom.

Modification Table—The Ear: One of our Five Senses LEModification

TypeSpecific

ModificationRationale Benefits

Environmental and Management

Frequent checks of assignment progress and completions

Students are able to get immediate feedback on their work and can make corrections if need be

The teacher is able to quickly address the common mistakes and difficulties.

Instructional Directions repeated as necessary as well as specific directions written on the white board

Students are given simple directions and they are written down on the white board so they know exactly what they need to do

When the students know exactly what they need to do, they get right to work and are on task.

Content/Material Relate information to previous knowledge of the five senses but more specifically the sense seeing which students had learned about the previous week.

The teacher asks the students where they have learned any of the material before and uses their responses to build new knowledge. Since students have already learned about one sense, they may be able to know that they will be learning about similar ideas. (Parts/Functions/ Importance)

This recollection benefits the students because they know what is going to be expected of them throughout this unit. They are doing many similar activities that they did when they learned about seeing and the eye.

Tasks (assessment)

A checklist is provided

Extra time for test completion

Test read to student

A checklist will be attached to each post-assessment so that the students can go back through the test and make sure they have completed every part and didn’t leave

When students are given a checklist, they benefit by knowing what they need to make sure they complete the test. Double checking is good practice for all students to improve test scores.


anything Students are at

different reading levels in the classroom and may need extra time to complete the test.

One student in the classroom struggles with reading. Since this is a science test she receives assistance.

Students benefit from more time on their assessments because they are not rushed. When students are rushed, they tend to do poorly.

The student that struggles with reading struggles with many other subjects as well. After she does as much as she can, the rest of the test is read to her and she typically does very well.

One student gets extra assistance for tests. The student gets additional help outside of the classroom, but because her reading isn’t up to par with the rest of the class, the teacher aide in the class reads the test to her. The student must start the test on her own and complete as much of it as the student can, but once the student starts to get frustrated, additional assistance is provided.

7. Time RequiredPlanning: Approximately six hours is required to prepare for the unit. Implementation: Seven 40 minute periods and two fifteen minute move sessions. (This was when the movies were shown during the students snack times. Assessment:

15 minutes for pre-assessment (Day 1) 40 minutes for post-assessment (Day 7) 2-3 total hours to grade both pre-assessment, post-assessment, and then to compare results

Schedule/Unit plan: Before the Learning Experience, students learned all about the eye and seeing.

They learned about various parts and functions of the eye as well as why the eye is important. After this Learning Experience students will be studying the life cycles of frogs and butterflies.

This Learning Experience was taught in the beginning of March, right after learning about the eye.

8. Reflection

The science learning experience was designed for my first student teaching placement at Smallwood Elementary School in Amherst, New York, and was the ear and hearing. The unit was written into a learning experience for my college class “Teaching to the Standards” taught by Dr. Jeff Arnold at Daemen College.


I met my teaching objectives for this learning experience. The students also met their learning objectives. The amount of knowledge my students gained is evident in the student work section. I started out having all twenty one of my students in the developing section and at the end of the unit only one student remained at that level. I was proud of all of my students because based on their progress, I felt I did a great job teaching. Throughout this Learning Experience my students were engaged and willing to learn. They would ask me in the morning “Miss Auge, what are we learning today in science” and then they would tell me how much they loved the lessons we were doing. My students felt comfortable enough to ask questions so I could extend learning. One student asked “why do our ears pop when we are on an airplane?” As a class we researched the question using a book. It was truly an awesome experience for me.

A possible threat to validity is in the data in the student work section. It is hard to tell which parts students did well on and what parts the students missed. I feel the most significant part of this lesson was the importance part and based on the graph you are unable to tell if the students got that part of the test right. One way to improve this section would be to have separate graphs that show the parts of the tests that the students answered correctly. This would help to further analyze what parts the students needed improvement with.

This Learning Experience benefitted the students in many ways. First the students learned more about the different parts and functions of the ear. But more importantly, they learned that ears play a huge role in keeping us safe and helping us maintain our balance. This is something that is important in all aspects of life. Without balance, we wouldn’t be able to walk. We also learned about ear infections and what cause them as well as why our ears pop. This is a Learning Experience that I think my students are going to always remember.

My peer review was held on March 28th at Daemen College. My focus question for my learning experience was “How can I improve my rubric to make it even more reliable and valid?” A member in my peer review group stated that I could “enhance my learning experience by adding another dimension to my rubric.” I added a row that gave students credit for pairing up the correct part with the correct function. Doing this was a great idea because I was able to more accurately grade my students on the work that they completed. Another modification I made to my Learning Experience was writing in the present tense. Looking into the future, one part of this LE I would change is to make my pre-assessment shorter for the students. I want to thank my group members: Sarah, Kara, Kelly, Nicole, and Amanda for all of their helpful suggestions during my peer review. I also want to thank Dr. Arnold for all of his warm and cool comments.


9. Appendices

Appendix 1

A. Sample Letter Home………………………………………………………. Page 20B. Floor Plan…………………………………………………………………. .Page 21C. Rules……………………………………………………………………….. Page 23D. Procedures…………………………………………………………………. Page 24

Appendix 2

E. Pre-Assessment…………………………………………………………….. Page 25F. Importance of Ear Worksheet……………………………………………… Page 30G. Now Hear This Worksheet………………………………………………….Page 31H. Ear Poster……………………………………………………………………Page 32I. Ear Booklet…………………………………………………………………. Page 33J. Ear Crossword Puzzle……………………………………………………… Page 35K. Ear Poem…………………………………………………………………….Page 36L. Ear Review PowerPoint……………………………………………………..Page 37M. Blank Post-Assessment………………………………………………………Page 42N. Teacher Exemplar……………………………………………………………Page 47

Appendix 3

O. Distinguished Level-Student Work………………………………………….Page 51P. Proficient Level-Student Work………………………………………………Page 58Q. Developing Level-Student Work……………………………………………Page 64

Appendix 4

R. Peer Review Comments……………………………………………………..Page 70



Appendix A: Sample Letter Home

February 1, 2013Dear Parents,

Hello! My name is Katie Auge and I am your child’s student teacher for the next seven weeks. I will be graduating from Daemen College with my degree in Childhood Education/Special Education in May. This is my first placement and then I will be moving on to the Heritage Education Program on March 18th.

I wanted to inform you that we are starting a unit on the ear next month. To be more specific, your son/daughter will be learning about various parts and functions of the ear as well as why the ear is of importance to us. I have prepared many engaging lesson plans for your child. I am enjoying getting to know your son/daughter, and am excited to work closely with Mrs. Pierino. If you would like to contact me, I am available anytime for any questions or concerns. My email address is [email protected]. I look forward to teaching your child. It should be a great learning experience for all of us!

Sincerely,

Miss Katie Auge



Windows

WHITE BOARD

Appendix B: Floor Plan

Reading Table

Television Student Coats/Backpacks

Outlet

Student Table

Various Shelves throughout the room

Cupboards, Scrap Paper

Yellow Circle Table

Sink Projector (Suspended)

Door

Rug Calendar, Weather

Filing Cabinet

Teacher’s Desk

Pull downProjector Screen

Teacher’s Closet for Coats

Teacher Assistant’s

TableScience Center

½ White Board Easel, Reverse side is felt

Table of Math

Manipulatives

Mailboxes White Board Easel

Computer on small table

Student Cubbies Behavior Management

Color Changing Pocket Chart

Appendix C: Rules

We show Respect by:

1. Please, only one person speaks at a time.

2. Please use walking feet in the hallways and in the classroom.

3. Please follow the directions given by your instructor immediately.

4. Please keep hands, feet, and objects to yourself.


http://www.google.com/url?sa=i&source=images&cd=&cad=rja&docid=6jVbN-6EIkt8zM&tbnid=FnvtLi6jSpOeZM:&ved=0CAgQjRwwAA&url=http://www.familytreemd.org/&ei=4p0FUevfFKm20QGYhYCgAQ&psig=AFQjCNFWm-7g4piH4rdNXTULKE3RRNPthw&ust=1359408994381028

http://www.google.com/url?sa=i&source=images&cd=&cad=rja&docid=thZDFpP1DXhqjM&tbnid=ztjpuKrb3h5SpM:&ved=0CAgQjRwwAA&url=http://garyclick.com/2011/05/05/school-choice/&ei=TJkFUYaIMorK0AHq1IHABw&psig=AFQjCNGVNXvpZuk-Fj-K_QSuGdW6nz9sug&ust=1359407820857812

http://www.google.com/url?sa=i&source=images&cd=&cad=rja&docid=Wss-bliD5RTYMM&tbnid=V0h3wzvz8lboLM:&ved=0CAgQjRwwAA&url=http://www.sjsd.net/~lvanderwey/?OpenItemURL=S020ED8F4&ei=HZ0FUbzsC8bZ0wGajoGgCQ&psig=AFQjCNG6WqiocmkY1RrSZdXoPFjZOOdWXQ&ust=1359408797237824

http://www.google.com/url?sa=i&source=images&cd=&cad=rja&docid=5cIJa13kezDLfM&tbnid=noYyMXGVptF68M:&ved=0CAgQjRwwAA&url=http://agi.seaford.k12.de.us/sites/jharper/Clip%20Art%20File/Forms/DispForm.aspx?ID=11&ei=m50FUcnkG5SA0AHj1YHQCw&psig=AFQjCNFp0zgPTa6p21cap8AOfjbDp2a3Yg&ust=1359408923493465

Appendix D: Procedures

Procedures for coming into the classroom:• Empty backpack (homework folder goes into mailbox)• Finished homework is placed in the work in progress bin• If student did not do homework at home they must complete it now • Sign up for lunch (on the board and on the paper)• Morning Work (once a week, can be found on one of the green rectangular tables)• Free Time until Announcements and Project Aces• SSR until morning meeting starts

Procedures for leaving the classroom:• Each time a student wishes to leave the classroom he/she must gain permission from an

adult in the classroom

Procedures for during lessons:• While at the rug, students may sit on the floor, sit in a chair, or stand. As long as students

aren’t interrupting other students they may choose their own position. If students are causing interruptions they will be moved to wherever the teacher chooses.

• Students are to raise their hand if they wish to speak.• Students are to remain quiet and listen when other adults/peers are talking.

Procedures for class work:• Students complete work while seated at their desks or in an open spot in the classroom if

they have their clipboards.• As students complete the assignment they will submit their work to the work in progress

bin. Then they will continue on with the work for the day. If students finish all their work they may read independently.

• Work that is not completed will go into the Work in Progress bin. This will be completed during recess or during another free part in the day.

Procedures for assessments:• Students are to remain seated at their desks• Students may put up privacy folders. • When students are done they will turn the test over and draw until the majority of the

class is finished. Or they may read independently until all students have finished the test.


Appendix E: Pre-Assessment Name:________________________________________Pre-Assessment




Name:___________________________________

______ 1. the visible part of the ear; like a funnel; collects sound vibrations from around us and funnels them into the ear

A. Anvil

______ 2. the tube through which sound travels to the eardrum; helps understand and determine the source and direction of the sound

B. Auditory Canal

______ 3. thin membrane that vibrates when sound waves reach it

C. Auditory Nerve

______ 4. a tiny bone that passes vibrations from the eardrum to the anvil

D. Auricle

______ 5. tiny bone that passes vibrations from the hammer to the stirrup.

E. Cochlea

______ 6. a tiny, U-shaped bone that passes vibrations to the cochlea; Smallest bone in the human body

F. Eardrum

______ 7. it equalizes the pressure between the middle ear and the air outside

G. Eustachian Tube

______ 8. lined with tiny hairs that move when vibrated and cause a nerve impulse to form.

H. Hammer

______ 9. three loops of fluid-filled tubes that are responsible for body balance and detect direction of rotation of head.

I. Semicircular Canals

______ 10.carries impulses from the inner ear to the brain J. Stirrup


The Importance of the EarDirections: In complete sentences, list 2 reasons why the ear is of importance to us!

1. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Name:______________________________ Date:________________

1. _______________________________

2. _______________________________

3. _______________________________

4. _______________________________

5. _______________________________

6. _______________________________

7. _______________________________

8. _______________________________

9. _______________________________

10. _______________________________

☺

_____________________________________________

_____________________________________________

_____________________________________________

__________________________________________


Appendix F: Importance of Ear Worksheet

Appendix G: Now Hear This Worksheet



Appendix H: Ear Poster


Appendix I: Ear Booklet


Word Bank:

anvilauditory canalauditory nerve

auriclecochleaeardrum

Eustachian tubehammer

semicircular canalsstirrup


Appendix J: Ear Crossword Puzzle

Name: _______________________________________

The Ear Crossword Puzzle9

10 6

7

8

2

1

5

3

4 Across:

1. a tiny, U-shaped bone that passes vibrations to the cochlea; smallest bone in the human body 3. tiny bone that passes vibrations from the hammer to the stirrup

Down:

2. it equalizes the pressure between the middle ear and the air outside 6. carries impulses from the inner ear to the brain 9. lined with tiny hairs that move when vibrated and


Word Bank:





4. thin membrane that vibrates when sound waves reach it 5. a tiny bone that passes vibrations from the eardrum to the anvil 7. the tube through which sound travels to the eardrum; helps understand and determine the source and direction of the sound 8. the visible part of the ear; like a funnel; collects sound vibrations from around us and funnels them into the ear 10. three loops of fluid-filled tubes that are responsible for body balance and detect direction of rotation of head

cause a nerve impulse to form

Ear Poem

Appendix K: Ear Poem

Ears (sense of hearing)

An ear splitting sound!A crash and a boom!Ringing so loudly,

It shook the whole room!But I didn’t hear it,

I couldn’t at all,My left and right ear,Had gone to the mall!My left and right ear,My organs that hear,

Had gone to go shopping,And that’s what I fear...

Without my 2 ears, That spectacular pair,

I can’t hear sound waves,Move through the air!


Appendix L: Ear Review PowerPoint






Appendix M: Blank Post-Assessment

Name:________________________________________




The Importance of the EarDirections: In complete sentences, list 2 reasons why the ear is of importance to us!

1. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


the visible part of the ear; like a funnel; collects sound vibrations from around us and funnels them into the ear

the tube through which sound travels to the eardrum; helps understand and determine the source and direction of the sound

thin membrane that vibrates when sound waves reach it

a tiny bone that passes vibrations fromthe eardrum to the anvil

tiny bone that passes vibrationsfrom the hammer to the stirrup.

a tiny, U-shaped bone that passes vibrationsto the cochlea; Smallest bone in the human body

it equalizes the pressure between the middle ear and the air outside

lined with tiny hairs that move when vibrated and cause a nerve impulse to form.

three loops of fluid-filled tubes that areresponsible for body balance and detect direction of rotation of head.

carries impulses from the inner ear tothe brain


Word Bank:





Appendix N: Teacher Exemplar



Appendix O: Distinguished Level-Student Work







The Ear RubricDimensions Level 4

Above and beyondLevel 3

Complete and correctLevel 2

Almost thereLevel 1

Begin againParts of the Ear(weight: 1.5x)




AND




Functions of the Ear(weight: 1.5x)

Student correctly cuts and pastes the correct function for each part.

AND

Each part is in the correct place.

Student correctly cuts and pastes the correct function to the correct part of the ear.

Student correctly cuts and pastes 6-7 functions in relation to each part of the ear.

Student correctly cuts and pastes 5 or less functions of the ear in relation to where each part is labeled.



AND



AND



AND





OR







Total: __24___/24

Comments: Student did an absolutely fantastic job on this test. He definitely was paying attention during all of the lessons and it certainly shows. He knew all of the parts and functions. He also used complete sentences to name safety and balance as the two reasons why the ear is of importance to us.


Appendix P: Proficient Level-Student Work









Almost thereLevel 1





AND






AND







AND



AND



AND





OR







Total: __12___/24

Comments:___Student knew 6 out of the 10 parts of the ear. Student knew all 10 functions of the ear and had them all in the right places to match the picture. Student explained that balance was a reason why the ear was important and she used a complete sentence.


Appendix Q: Developing Level-Student Work









Almost thereLevel 1





AND






AND







AND



AND



AND





OR







Total: __7____/24

Comments:_Student only knew 3 parts of the ear. Student knew 2 of the functions of the ear. Student briefly mentioned balance but it wasn’t in a sentence in which he described why it was important. Student did use a complete sentence.


Warm Comments Cool Comments

Relation to Standards By tiying in the importance of the ear

to our everyday lives, it helped your LE relate to the standard of environment.

Good relation to senses providing essential information.

The supporting standard identified helps to make the LE more valid and being across disciplinary makes the LE more usable in the classroom.

The congruency table is spot on and really shows how much effort you put into the LE and making the unit come together.

Relation to Standards It is hard to see the correlation to the

standard identified throughout the entire LE.

Though, with that, it is difficult to align this concept and topic to a standard.

You are able to incorporate an ELA or art standard through the use of the poem and crossword activities that you have in the LE.

Was ear part of the curriculum for your school?

Intellectual Challenge The vocabulary and level of worksheets

are fantastic and provide challenges for the students.

Great activity asking the students to label on worksheets and assignments at this young of an age because it helps them for future grades!

Pg. 31 worksheet helps students tremendously to learn the parts of the ear and memorize them/use as a study sheet.

Intellectual Challenge Possibly provide something for higher

level students who finish early (extension activity).

A suggestion to do a brainstorming activity for danger/safety and balance with the students to help tie in more of the standard and provide larger understanding for students on the concept and importance.

Possibly add more differentiation throughout the lesson?

Assessment Plan The student checklist is well designed

and extremely student friendly allowing the students to check their own work and ensure that they did their best work before turning in the work.

The idea of having an entire review day before the day of the summative assessment is brilliant and great for the kids!

Love that mechanics and grammar are included in the rubric and requiring students to write in complete sentences; also furthers to an ELA standard correlation.

The weighting on the rubric is beneficial and helpful to identify which components are more important than

Assessment Plan Think about adding an extra row onto

the rubric that covers matching function and part rather than it weighted because students toward the lower end of the rubric are getting extra points that they did not work for. Make the rows all or nothing.

The pre-assessment seems almost too challenging for the age group of students and their prior or background knowledge.

The pre & post assessments do not quite hit the standards. Add a question or two to incorporate danger or safety into the assessment.

Was the rubric used for the pre and post assessments?


others. The word banks on your pre/post tests

are perfect and helping the students to succeed, but still forcing students to use a skill in how to utilize resources when completing tests and assignments.

The pre/post test results support your success from this well-thought out unit.

The level titles on the rubric are cute and give the levels a little extra boost!

Like that on your rubric the level 4 is really above and beyond which sets high expectations for students.

Make the level 4 under formative on your rubric “look & write” instead of “cut and paste” to differentiate from a level 3. Can also add spelling to the rubric for ELA.

Did you show or explain to the students the rubric that you would be using when grading their final work and post assessment? Telling the students exactly what they need to do to pass and what they can do to go above and beyond would demonstrate to them your high expectation of them and set the tone that you expect them all to be successful.

Engagement The game of sounds and making them

clap their hands is very hands-on and engaging for students activating simple prior knowledge and then building onto the concept with the ear and its importance. Great schema!

The ear worksheet and game/crossword puzzles are simple fun activities for students and they don’t even realize how much they are learning throughout.

The real world correlations and examples are perfect for students to grasp a more abstract concept and make it concrete for them.

Engagement Suggestion of incorporating a mini

simulation game in which a student would wear some kind of earmuffs (possibly the larger gun earmuffs) and go through a fire drill or someone yelling “watch out” just to further the abstract idea of why ears are so important in our everyday lives.

Adaptability This LE is designed and written so well

that anyone can pick it up and teach exactly what they are supposed to.

Adaptability In the instance you had students with

extra need, incorporate something that you would adapt or manipulatives you may use for them.

Technology Integration Using the mini whiteboards are great

for all students to continue engagement and hands-on which checking each students understanding of the concept.

Power point handout for students was perfect.

Using a youtube video and a review video are easy ways to keep students learning and reviewing what they have learned.

Technology Integration Do some kind of game with the

students when reviewing as well as the video for more movement and engagement from the students.

Jeopardy game? When doing the sound activity, have

the students stay in their seats and you go into the hall for more affect of sound differentiation.

Would be nice to take them outside and


The materials list overall is great and well thought out.

Using the same picture of the ear with all parts identified throughout the entire unit is beneficial to the students through consistency and repetition.

do the same activity of closing your eyes and writing down everything that you hear.

Did you have a smartboard or computer available to use as well?

Presentation/Implications Multiple resources and extras that are

very appropriate for this LE. The written LE is organized, neat, and

easy to follow. Great amount of handouts to aid in

learning and understanding of LE’s concept.

When presenting, you held up the papers that you were speaking on and referenced page numbers to easily follow.

Very descriptive, clear, and concise while presenting allowing the reviewer to barely need to read past your front page to know exactly what your LE was about and who your students were.

The charts and graphs used within the LE were detailed and professional allowing the viewer to see data clearly.

Presentation/Implications Congruency table typo under learning

objectives (discus_) *need another “s”* The book sources are not in correct

APA format. Try to fit the rubric onto one page to

allow easy use when correcting student work.

Pg. 34 incomplete? The power point handout is not fully there, some parts missing?

Notes: Why are parts of the standard bolded on the front cover? Perhaps only put your email and the classroom’s phone number rather than your own cell

phone number in the letter home to parents. Possibly even state to contact the classroom teacher if there are any concerns or comments instead of yourself.

The next generation of science standards are in draft and coming out soon, so aligning this will probably be easier in the future!


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