Work Sample Official

PSU
TEACHER WORK SAMPLE

TEMPLATE
Your First and Last Name: Ashton Scholtz
Date Submitted:
District where you completed

USD 250
the TWS:
Name of School Building

where you completed the Lakeside Elementary School
TWS:
Content Area of your TWS: Science
TWS Unit Topic: The Spreading of Germs and Prevention
Grade Level of the Classroom

/ Students in Which the TWS Kindergarten
Unit Was Completed:
Pittsburg State University Teacher Work Sample 1

I. Contextual Information and Learning Environment Factors
A. Narrative General Contextual Information for Community, District, and School (limited to 1 page)
Lakeside Elementary School is one of four elementary schools located in Pittsburg, Kansas, USD 250 school district. There is only one public middle
school in USD 250 and this is where all of the elementary students attend middle school. There is only one public high school in USD 250 so this is where all
students attend high school. There is also a Catholic School located in Pittsburg, St. Mary’s Colgan, for students kindergarten through twelfth grade.
Pittsburg is located in Crawford County and has a population of 20, 366. The poverty rate in Pittsburg is 29%, which is 95% higher than the national average.
The average income per household is around $33,000. This is 38% lower than the average household income in Kansas and 40% lower than the national
average. The unemployment rate in Pittsburg is 15% lower than the national average at 4% unemployment.
USD 250 serves more than 3,000 students, aged pre-kindergarten through seniors in high school. Around 400 of those students attend Lakeside
Elementary School, which house grades kindergarten through fifth. Starting this passed school year, additions were made to schools in the district so that
buildings would have safe rooms, incase of inclement weather. At Lakeside, we are still under construction. This construction is scheduled to be finished by the
end of this semester. Our safe room will double as a new cafeteria for our students, as we have outgrown the current cafeteria that we have.
In our school, the students have breakfast in the classroom every morning, as well as a snack every afternoon. This is funded through a grant that the
district received because we are located in such a low SES area. Many of our students live in poverty and qualify for free and reduced lunches. Overall, our class
is average academically for kindergartners at the beginning of the year. There is a large continuum of where students are at academically in our classroom
because of the mix of students who attend preschool or prekindergarten, students who did not attend preschool or prekindergarten but were worked with at
home, and students who did not attend preschool or prekindergarten and were most likely not worked with at home. The group is very well behaved, for the
most part and is able to grasp the concepts that are being taught. The students want to please us and it is evident in how they act in the classroom.

B. Characteristics of Class (Use the following two tables to record information for the Whole Class)
Table 1.1 Class Contextual Information (limited to 1 page)

Grade level Kindergarten Content area (e.g., mathematics) N/A_ Topic (e.g., geometry)_N/A
Age range of students 5-6 years old Number of male students 9
Total number of students 16 Number of female students 7
Percentage of students receiving reduced lunch 60% Percentage of students not receiving reduced lunch 40%
[if free/reduced lunch information not available for class, provide school percentages]
Area in which students live (check all that apply) Urban _____ Suburban X Rural ______
Ethnicity of students (give numbers) ______ African American or Black ______ Hispanic or Latino
______ Native American/Alaskan Native ___16___ White
______ Asian or Pacific Islander ______ Other (specify) __________
Language proficiency of students (give __17____ Fluent English Proficient ___0___ English Language Learners
numbers)
Identified special needs categories _______ Specific Learning Disability ___1___ Speech/Language Impaired
represented (give numbers) _______ Hard of Hearing __ 1____ Visually Impaired
_______ Deaf _______ Orthopedically Impaired
_______ Deaf-Blind _______ Emotionally Disturbed
_______ Other Health Impaired ___1___ Autism
_______ Multiple Disabilities _______ Mental Retardation
_______ Brain Injury _______Gifted
_______ Established Medical Disability (0-5 yrs) _______ Developmentally Delayed
_______ At risk for developmental disabilities ___1___ Other (Specify)Aarskog Syndrome
___2___ Mental Health Services
Provide appropriate charts/graphs to display demographic data for district, school, and classroom in Appendix A.
Table 1.2 Student Characteristics for Whole Class (limited to 1 page)

Student Characteristics Specific Descriptions
Intellectual Characteristics The majority of our students were ready for kindergarten, with a handful not as ready as the others because they had
- Including readiness, never been to preschool or prekindergarten. Some of our students show low levels of attentiveness but these are the
cognitive abilities, learning students who have never experienced a school setting before. My teacher has great classroom management, which
needs, developmental levels, shows in the lack of behaviors that we see in our classroom. A majority of our students have shown that they possess
etc. the cognitive abilities to be successful in our classroom. We have some that have already shown great progress, but
still have some ways to go to be on track with the rest of the class. In our class, we have one child with attendant care
workers, one child with a full time para, and two children who have case workers through Crawford County Mental
Health that comes to check on them. We also have two students that are pulled out for speech each week. One of our
students came to kindergarten with an IEP from his Interlocal preschool. These students are in the preoperational
stage of Piaget’s Stages of Cognitive Development. The class is in the “Initiative vs Guilt” stage of Erikson’s
Psychosocial Development.
Previously demonstrated
academic performance/ Our students have not been formally assessed on AIMsweb so MTSS pullouts have not begun for kindergarten.
ability: There scores right now are from ESGI, the assessment tool we use in our classroom.
% Above standard _10__
% Meets standard 60___ Our students have better scores in reading with their letter identification and letter sounds than they do in math, with
% Below standard 30___ the identification of numbers, writing numbers, and one to one correspondence. This is typical of students who are
just entering kindergarten.
Social Characteristics High motivation levels are present in this group of students. Not only do they want to succeed, they also strive to
- Including emotional, please the teacher and myself. Our students are motivated extrinsically, with a slight intrinsic motivation happening
attitudinal, motivational, etc. for some students. Our students want to help each other and be helpful for teachers. We have some students who can
self regulate their emotions well, which is the majority of the class, but a handful who cannot. Students show
sympathy when others are hurt and show signs of being sad, some are capable of empathy-we are working on it with
others.
Personal Characteristics
- Including physical, social, Our classroom lacks diversity when it comes to ethnicity and languages. We have all white students except for one
individual experiences, African American student. Many of our students have families where the parents ae separated and there are
talents, language, culture, significant others involved on either one side or both. We have a handful of students who are being raised by a single
family and community parent. We have one child who is being raised by parents that are significantly older than the rest of the parents in the
values, etc. classroom. We have one child with autism. We have another with a rare syndrome, Aarksog syndrome. We have two
children who have been diagnosed by mental health services. We are in a low SES area, as Crawford county is one
of the poorest counties in the state of Kansas. That being said, our students are still well groomed and come to school
clean, with clean clothes on. Our students vary in size, we have one who is very small compared to the rest and one
who is very tall compared to the rest, with all is sizes in between. Our students are egocentric and think of
themselves first. The community values the students and their hard work and supports the schools in any way
possible. All of our students are 5 years old except for one student who is 6.

C. Narrative: Implications for Whole Class Instruction Based on Information from Table 1.2 (limited to 1 page)
This group of students shows great promise for the progress that they will make throughout their kindergarten year. We have some students
who are below average currently but show that they have the potential to be on track with their classmates in the coming months. Quite a few of
our students are performing where they should be, with a handful of students performing above what would be expected of kindergartens within
their first month of school. For the most part, students are able to sit and listen without being distracted but we do have a two or three students who
have a hard time sitting on the carpet or at their seats while instruction is happening. Kindergarten is where many students learn the norms that
they will take with them throughout their school years, so we teach them what it looks like to have good listening ears and how they should sit and
what it looks like to be a good listener.
With the wide range of skill sets that we have in our classroom, we use a variety of teaching teaching techniques that we use to insure that
all students are receiving the help that they need. We have full class instructions, small group instruction, partner pair work, and one on one
tutoring. With all of these different types of instruction, we are able to teach concepts to students, provide time for students to learn from each
other while practicing the skills being taught, and then practice one on one with a teacher if the support is needed. It is important that we include a
lot of manipulatives for our students as they are learning the basic math skills so that they have a strong foundation that they can build upon as they
move through school.
Many of the students that we have in our classroom are only children, the youngest child, or the first child in the family to go to
kindergarten. Many of the parents are very involved already and we are hoping that as the year continues, this will be a trend that continues to stay
strong. We still have some parents that are not responsive to some of the resources we send home, but for the most part students have been able to
bring back information to the school that we have requested come back to us.

D. Sub- Groups/Students Information
Describe this Why was this
subgroup/student using subgroup/student What was learned about this subgroup/student?
information from Table 1.1 selected?
Student A is a 6 year old boy, This student was selected Intellectual
who is English speaking and because he can be Student A can do grade level work without struggling. He would be able to do more
white. His parents are not distracted by himself and advanced work if it was given to him. He is able to do the work but if he needs corrected
together, each one has a not wanting to do what is or we ask him to do it a different way than what he has, he becomes defensive and wants
significant other that is in the asked of him. He is very to argue. This student is looking for a power struggle with adults. When it is not given,
picture and both parents have bright but can become he strives to please us. Through positive encouragement and being reminded that he is
equal time with the child. He has aggravated if he is capable of doing the work, the student is motivated to try the work the way we are
attendant care workers that are rushed or is told to slow asking him to.
SUBGROUP with him throughout the day and down. If he is not ready
or Social
receives mental health services. to transition to another
This student has friends in the classroom. Sometimes he has a hard time finding people
FOCUS This is his second time in activity or has to stop a
to play with because he is bossy and at times, becomes physical with students. For the
STUDENT kindergarten, the first time he current activity, he can
most part, he is not trying to hurt them, just play, but we have seen instances where he
was kicked out of another school become very upset.
has hurt people to because they did not do what he wanted them to.
within months for behavior.
Personal
This child lives half his life with one parent and the other half with the other parent. He
is on time for school everyday and seems to enjoy being at school. We see some anger in
him at times but this is something that we have been warned about from his caseworker.
We spend a lot of time processing with this student when he shows behaviors because he
does not show remorse for his actions, but he does know that his actions were wrong.
Student B is a select mute. He is This student was chosen Intellectual
English speaking, 5 years old, because of the unique This child is able to perform on grade level. The assessments that we have given so far,
and white. He is being raised by characteristic of being a he has scored well on. This child did not attend preschool or prekindergarten before
parents that are older than most select mute. He will talk coming to kindergarten. Handwriting is where this student struggles the most and I
parents with children his age. He with other students but think this is because of a lack of practice.
started the school year as only hardly talks to teachers.
Social
coming half day but has started He only talks to teachers
Even though this child hardly talks to adults, he plays with other students and has found
SUBGROUP attending full day kindergarten. in a whisper voice and
a buddy in the little boy that sits next to him. We have seen him come out of his shell
His parents are supportive of will not make eye
or with this other student, which is helping him gain confidence and become less shy. This
what we are doing in the contact
FOCUS student will come talk to us if he needs something but will only whisper and does not
classroom and want to make sure
STUDENT make eye contact. We are not forcing him to talk or look us in the eye. We are hoping
that he is comfortable.
that these things will happen as he become more comfortable in the classroom.
Personal
This child is being raised by his parents but they are older than most parents who have
children of the same age. He is significantly younger than his siblings and has spent all
his time with his mom and dad. He is not shy at home and his parents have said that he
talks a lot while he is home with them.

E. Narrative Implications for Sub-Group’s/Focus Student’s Instruction (limited to 1 page)
Student A is a student that I will have to make sure is engaged while a lesson is happening. He is very bright and capable of doing the work but gets caught up in
wanting to do things his way or becomes distracted and cannot sit to watch the lesson or hear instructions. He can be driven by impulse control, such as talking out or
working on work that we are not ready to get to yet. This student also becomes argumentative and aggressive if he can see a power struggle beginning to happen
between him and the teacher. From the behavior that we had heard about from last year and comparing it to the behaviors that we are seeing in the classroom now, this
student has made great progress with his behavior and his actions.
When I am teaching, I am going to have to use positive reinforcement with this student to prevent any anger or the potential for the start of a power struggle. To
keep him engaged, I will ask him questions to make sure that he is on task and with the class. If he begins to complete work that he needs to wait for everyone else to
start, I will use proximity control as a tool. Through my team in the classroom so far, this technique works with this student if he is not following directions. I think that
this student struggles with his living arrangement because it almost feels like he doesn’t have a home since he spends half his week with one parent and the other half
with the other parent. I will make sure to let this child know that our room is a safe and stable environment for him. I make sure to give him a lot of positive feedback so
that he knows we see the good in him. His dad has made it known, even in front of him, that he is “challenging and hard to work with” and I think that this is
discouraging for him to hear.
Student B is going to be a child that I will have to work one on one with or assess one on one so I will be able to find out if he knows the material or not. He will
whisper to us the answers for assessments if they are verbal, as long as we don’t try to make direct eye contact with him. He is very bright and very well behaved so I
will not have to worry about him being behind or causing behavioral issues. I will have to make sure to not call on this student directly, unless he becomes comfortable
in our classroom and begins to talk to us, using more than a whisper voice. We do not want to force him to talk because we want him to be successful and comfortable
in our classroom and we do not want him to regress and lose the progress that he has already made with other students and with us
as his teachers. Partner work will be an area where this child thrives because he can work one on one very well with students and it is a less intimidating environment so
he is more likely to talk with his peers.

II. Instructional Design
A. Narrative Description of Range of Objectives and Rationale for Selection (limited to 1 page)
I chose these objectives because they not only cover skills that we teach in kindergarten but they cover skills that students will continue to build upon
throughout their schooling. These objectives are also aligned with the state science standards for kindergarten. The objectives that I am using incorporate basic
skills that students will carry out throughout their lives to help maintain their health and hygiene.
In kindergarten, we do not go further than the analysis stage of Bloom’s Taxonomy. Even when we get to the analysis stage, some students need help with
comparing, contrasting, and experimenting. The majority of our students are able to recall with little to no difficulty and they are able to understand or explain
ideas that we are learning in our class. When we start to get to the application stage of Bloom’s Taxonomy, we start to see students struggle to use the
information they are learning in new situations without guidance. Our students who are able to apply previous knowledge to new situations are the students who
are also able to analyze and make connections between ideas.
This unit will give students a chance to utilize these four stages of Bloom’s Taxonomy in a way that is appropriate for their grade level.
B. State Objectives Here: Focus should be on student performance – not activities. What will students know or be able to do? (limited to 1 page)
Level(s)
Obj.
Unit Objectives (e.g. Bloom’s
No.
Taxonomy)
Students will be able to state the steps in the hand washing process.
1
Knowledge
Students will be able to compare different bacteria growth and distinguish which container has the most bacteria
2
growth. Analysis
Students will be able to recall facts from videos and books from class and will use these facts to discuss how to
3
prevent the spreading of germs. Comprehension
4 Students will be able to order the hand washing steps from first to last when the steps are out of order. Application
5 Students will be able to make predictions about which surfaces have the most germs on them. Analysis
6 Students will be able to model the spread of germs with sparkle dust while shaking hands. Application
7
Students will be able to model the hand washing process from start to finish. Application
8 Students will be able to wash a majority of glow germs off of their hands within 1-2 hand washes. Application
C. Identify State Standards – Benchmarks Addressed by Unit Objectives – How do objectives address these standards? (limited to 1 page)
This unit aligns with the Next Generation Science Standards for Kindergarten. Within the Kindergarten Next Generation Science Standards, under the domain
of Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environments, standard K-LS1-1 states that students who demonstrate understanding
can “use observation to describe the patterns of what plants and animals (including humans) need to survive.” My objectives for the unit align with the standards
because we will be discussing how everyone has germs and that our germs can help protect us but other people’s germs are what make us sick. Students will be
observing growth patterns of bacteria and how bacteria spreads throughout this unit, which is what is stated in the standard. Students will have many
opportunities to observe how germs and bacteria move around through experiments and demonstrations in the classroom, science videos, and books that include
information about germs and bacteria. Students will be working hands on throughout most of this unit, allowing them to actually observe what is happening
with their bacteria and interact with the topic, instead of just reading about the topic or only watching videos about it. Students will also be able to make better
predictions and have a better understanding of the material after working with it hands on.

Pre-Assessment: Putting the hand washing steps in order, from beginning to end
T Lesson Formative
Instructional Activities/ Describe Specific Adaptations/
Lesson Date R Objecti Assessment
Strategies Differentiation
I ve(s) (formal/informal)
Students will be given as much time as they need to
Pretest:
put the steps in order. Each assessment will be given
Students will have to put the hand washing
10/23 one on one so that I can see where students are
1 /18
R,I 1,2,4,7 steps in order from beginning to end. The Formal Pre-test
struggling. If a student is confused, the step is also
steps will be mixed up but will have pictures
written in one word on each card for those that can
on them.
read.
Reading “Germs Are Not For Sharing” with
The book will be left out at the reading center for
discussion:
students who would like to look at the book more
We will read the book “Germs Are Not for
10/24 closely on their own. Those who are able to read can
2 R, I 3,5 Sharing” as a class and have a discussion Informal
/18 read it in their free time. There is also a version for
about why we do not want to share our
toddlers that incorporate sight words that students
germs.
can read on their own.
Swabbing surfaces in the classroom:
Students will recall facts from the book that
Each student will be able to include their input in the
we read in class to make predictions about
group discussion. I will ask each child to provide an
10/24 which surfaces have the most germs in our
3 /18
I 3,5
classroom. We will then swab 6 places in
Informal answer and help prompt them if they need help. For
my student who is a select mute, I will let him
our classroom for petri dishes to see where
whisper his answer or have someone say it for him.
the most bacteria grows throughout the
week.
Sock Puppet Germs:
I will have a sock puppet and some
“germs.” We will talk about how it is polite
to cover your mouth when you sneeze or If students do not want to touch the germ dust, they
10/25 cough and why. After we talk, the sock will not be required to join the activity but will have
4 /18
R,I 1,3,6,7
puppet is going to sneeze his “germs” all
Informal
to still watch and make predictions with the class
over the table. We will then demonstrate about how the germs will spread.
how those germs get spread throughout our
classroom as people touch the table and
other surfaces in our room.
Sid the Science Kid:
10/26 If students cannot see, they will be able to move to a
5 /18
T,I 1,3 I have found two short educational, kid Informal
spot where there are able to see. If the volume is not
friendly videos about how germs spread and

singing the steps of washing your hands. loud enough for students to see, I will turn up the
Students will be able to watch these videos volume to adjust for them.
for more information on germs, how they
spread, and how to wash their hands.
Black light Magic:
Students will each receive a squirt of
glowgerm lotion to rub on their hands. They Students who do not like the texture of the lotion
will then put their hands under a black light will not have to put it on their hands. If they do not
10/29 and be able to see the “germs” on their want to have it on their hands, I will give them a
6 /18
T,I 3,7,8
hands. They will have to wash their hands,
Informal
partner who has the lotion on and they can watch
using the hand washing steps we have been that person and see how the amount of germs on
learning, and then will put their hands back their partners’ hands change.
under the black light to see how well they
got off the germs.
Bacteria Results:
Our bacteria will have had enough time to Students were able to sit where they wanted on the
start growing in the petri dishes, so we will carpet so that they could see the different growth
10/30
7 /18
T,R,I 2,3,5 pull them out and see which spots in our Informal that we had. As I passed the dishes around, if
room had the most bacteria. Students will be students did not want to touch them, they did not
able to recall predictions from an anchor have to.
chart and add the results.
If students do not finish in the amount of time given,
Post Assessment:
they will be given time to finish it before the ned of
10/30 Students will do a cut and paste of the steps
8 /18
R,I 4
of the hand washing process to turn in for
Formal the day. Both liquid and stick glue are available for
students to use. If students need help with the glue or
me to look at.
the scissors, I will help them as needed individually.
Summative Assessment: Cut and Paste Hand Washing Steps
Table 2.1 – Instructional Design – Unit Plan

T- Lesson integrates technology; R- Lesson uses reading strategies; I- Lesson demonstrates integration of content across and within content fields
Table 2.2: Narrative Description of Pre-assessment, Formative Assessments, and Summative Assessment (limited to 2 pages)
Which
objectives Identify how the assessment will be
Describe the assessment to be Explain rationale for choosing
II. D, H, and L does this scored and/or the criteria to be
used this assessment
assessment used for evaluation.
address?
I chose this assessment because it is There are 6 cards in the sequencing set. I
D. Pre-Assessment Putting pictures of the hand
a easy way for me to see the 1,4 will have an excel sheet with each child’s
(Diagnostic) washing process in order
students’ prior knowledge. Since my name included. As students accomplish
students are still learning how to the task, I will score them out of a
write and many of them cannot read possible 6 points. If they have a card out
or write on their own, I needed an of place that is a point deducted.
assessment that they could do on
their own with the least amount of
assistance possible.
I have comprehension and discussion
questions chosen for the conversations
I chose this assessment because it is
already. As I go through the questions, I
a great way for me to see what
make sure that every student answers at
H. Formative students really know. My students
least one question so I can get an idea of
have limited writing abilities at this
Assessment Class discussions, question and 3,6,7,8 who knows the material and who
point in the school year. Listening to
- Informal answers on the carpet doesn’t. If they do not know the material,
them talk during group discussions is
I have notecards with their names on
my best gage of who knows the
them and I put the students who are
material and who does not.
struggling into a separate pile so that I
can work with them separately.
Students will have to order 6 different
locations in order by least bacteria
growth to most. Students will get credit
for putting the cards in an order. They
Students will have to put in order will then have to discuss with me how
from least to most bacteria, the areas they came up with that order. If their
Formative Assessment Bacteria growth chart predictions that we swabbed. I will ask students explanation makes sense and shows
2,5
- Formal individually why they put them in application of the material they will get a
the order that they did to understand check, if their explanation does not make
how they chose the order and why. sense and tie into what we have learned
they will get a minus, and if they are in
the middle I will not it with a slash. This
is just for my personal record and will
not be given as a grade.
I chose this assessment because it is
Students will receive a cut and paste with
the main reason I am teaching a unit
the same pictures of the sequence cards
on germs. Our students do not do the
they have seen throughout the week.
Cut and Paste of Hand Washing best job of washing their hands so by
L. Summative They will have to put all 6 cards in order
Steps the end of the unit, it is expected that 1,3,4
Assessment and glue them down. Students will turn
students will know the hand washing
in the assignment. I will then score the
process. It does not involve reading
assessment out of 6 to see if there was an
or writing and I know that students
improvement in student scores.
will understand how to do the cut
and paste because we do cut and
paste worksheets in our classroom.
Narrative for Instructional Design

II. E.
I have sequenced the lessons in this order because I start with the basic knowledge and skills that students
Why are the lessons sequenced in this will need to know before they can apply their knowledge and skills to more advanced lessons. The lessons
manner? gradually add more analysis and application so that students are not just recalling basic facts but are also
able to apply the information that they are learning in a hands on way.
II. F.
Direct instruction is used to start out the unit so that students are getting the necessary information they
need to be successful. This happens through reading books and watching videos. A lot of whole group
instruction was used for the most part, with some small group and one on one for students who were
struggling or for activities that required more supervision. I made sure to include a lot of hands on
What learning strategies were incorporated
experiments and learning opportunities so that my students were engaged and actively learning instead of
into this unit? sitting and listening to me talk. I incorporated a lot of questioning and group discussion so that students had
the opportunity to be heard and share what they know. The activities included in this lesson involved both
myself as the teacher and the students as active participants in the learning. Both teacher centered and
student centered activities were present.
The instructional strategies that I am using address the learning objectives in this unit because students are
starting out with basic knowledge and gradually adding more knowledge so that students are able to explore
How do the instructional strategies/activities
and apply their knowledge to other aspects of our classroom, curriculum, and their lives. Students are able
address the learning objectives for this unit? to recognize the patterns in our study and then apply that science to other parts of their lives. These
instructional strategies give students the opportunity to observe and be a part of the science.
II. G.
Science allows for a lot of problem solving, especially when experiments are being conducted. In class
How will critical thinking and problem discussions, I pose a question for students and allow them to brainstorm ideas before I give them the correct
solving strategies be implemented? Give answers. This allows them to have time to think instead of me doing the thinking for them. Students are
specific examples of use. also able to build off of each others’ ideas this way. Students are going to have to think critically and
problem solve when it comes to coming up with solutions on how to spread germs less or prevent the

spreading of germs. They will also show critical thinking when predicting which petri dish will grow the
most bacteria.
II. I.
I have found two short videos that show how germs are spread and provide a song to help students learn the
How will technology be integrated within the information. Students will watch the videos as a whole class. Students will also be able to use black lights
unit? Explain both teacher use and student during our glow germ experiment. The black lights I have are kid friendly so the students will be able to use
use. the black lights themselves. The ELMO is used frequently throughout the lesson so that all students are able
to see and participate.
II. J.
I will be incorporating a lot of reading as we are reading books and putting a sequence in order. I am also
How does the unit demonstrate integration of integrating music with a song about hand washing to help students remember the steps. Math is also
content across and within content fields? incorporated as students are putting steps in order and they are having to graph bacteria by the most present
and the least present. They will also draw an image of the bacteria growing on the dish.
Explain the reading strategies that will be
Students will have to use comprehension skills throughout the unit as we are listening to stories, they will
used throughout the unit. Give specific
have to recall what has happened. There will be some vocabulary that students will not know and this
examples. (Remember that using text is not a vocabulary will be included throughout the lessons so that students learn the words by the end of the unit.
reading strategy)
II. K.
I chose a lot of hands on activities because my group of students need to be engaged and participating to
prevent any negative behaviors from happening. This group of students has a hard time sitting still and
What specific adaptations or differentiated listening to information so by making activities more hands on and student centered, I am making sure to
prevent some behaviors that may occur if they were just sitting and listening to most of the lessons. When
activities were used to accommodate able, I let students work at their own pace so that I am seeing their best work and not work they did in a
individual learning needs for the whole class? hurry because they were stressed over time. I always assure students that we have plenty of time so that
they are giving their best work. I make sure to walk around the room as students are working so that I can
help those that are struggling one on one.
For my student who is a select mute (student B), I tried to choose assessments that can be done without
talking. The only time this becomes challenging is when we are having a class discussion. He knows that he
What specific adaptations or differentiated can whisper the answer or tell someone else the answer so that he does not have to speak out. For student
A, I have worked out a tally process. He gets three blank spaces for the morning and three for the afternoon.
activities were used to accommodate
I make a line in the air and he knows that this means he is receiving a tally. This has helped him
individual learning needs for the identified tremendously in the classroom. If I start to see that he is getting frustrated by an activity, I have him walk
sub-groups / students? away and come back to it later so that it does not become escalated. I give him verbal warnings about
staying on task as needed so that he does not fall behind on classroom work or activities and become
aggravated that we have moved on without him.

Provide a copy of two complete detailed lesson plans in Appendix B.

III. Teaching and Learning
A. Narrative: Daily Teaching Reflections (limited to 4 pages)
Day 1:
Hand washing is something that we stress a lot in our class because our students are still learning that having their hands in the mouth
and nose and then touching items in our classroom is how we become sick. When I printed off the sequence cards for the pretest, I
wondered if students would struggle with the first step because the first step is to wet your hands. I was correct in this assumption
because this was the most misplaced step with all students. This is not something that I would change, though, because our posted
hand washing chart goes over this step and the emergent reader that we have been reading together includes this step. This will also
help in showing improvement for my students as I will be able to see who learned the steps and was able to put not only this step, but
all of the steps in order.
Having each child come over individually was the best way to assess what the students knew prior to teaching the unit because I could
watch their thought process as they were sequencing the cards. If I were to teach this unit again, I would five the pre-test the same way
because it allowed me to have a deeper understanding of where students were struggling and I was able to take notes on how they
placed the cards and if they had switched any cards before finishing. This pre-test also took between forty-five seconds and one and a
half minutes, so it was not time consuming. I was able to assess all students within a twenty-minute period. This also did not feel like
an assessment to the students so it did not cause them any stress.
What have you learned, what went well, what would you change to make it better next time
Day 2:
Today I read the book “Germs Are Not for Sharing.” The students in my class enjoy the read aloud moments in our classroom. This
was a great introduction to germs for the students. They enjoyed listening to the book as I read it and it was an age appropriate book
for them to listen to. The book discussed what germs were and how germs are spread. After the story, we discussed as a class the
different ways that we could prevent the spreading of germs. Something else that was discussed in the book were places and items that
have the most germs on them so I also had students name items and places in our classroom that would have the most germs. This
tested both their comprehension from the book and their application of the knowledge learned to our lives in our classroom. This book
gave students a strong foundation for the information that they are going to continue to learn. I would use this book in my future
classroom just to teach students why we should not share germs in our classroom and how to prevent the spread of germs. I was
pleased with how this lesson went.
Day 3:
Today we recalled information from the book “Germs Are Not for Sharing” and then swabbed surfaces in our classroom to see which
surfaces grew the most bacteria in our classroom. I was impressed with how well students were able to recall information from the
book we read yesterday. They were able to remember many of the facts about germs, how they spread, and some of the items that tend

to have a lot of germs on them. Today, I was able to introduce some new vocabulary to the students, including: petri dish, bacteria,
control, and swab. When I was concluding the lesson, the students were able to tell me what these words meant, which showed that
they were able to remember them from the beginning of the lesson. After teaching the students what these words meant, I then
explained that we were going to use cotton swabs to swab different items in our classroom that we think are going to have a lot of
germs on them. I explained that one of our petri dishes would have nothing swabbed on it so that it would be our control that we
would use to compare all of our other samples to.
When I asked students what we should swab, emphasizing that we want to swab places or items that are touched a lot in our
classroom, they were able to come up with five great places or items to swab. This showed that they knew or had an idea of where the
most germs would be in our classroom. The students really enjoyed getting to help me swab the areas in the classroom. We also
predicted which area would have the most bacteria growth.
My students were very excited about this activity and can’t wait to see the results of the bacteria growth. The only thing I would have
changed about this activity is the time of day that I taught it. We usually have a read aloud at the end of the day. Today we didn’t read
a book and instead did this activity. The students did well for the first half but struggled towards the end of the activity when others
were swabbing the different surfaces. Something that I could have done to help prevent behaviors from occurring would have been to
put students in partner pairs and had two people swab each surface.
Day 4:
Today, I had the students participate in an activity where we spread “germs” to our friends. I made a sock puppet to use as the germ
spreader. I had the students meet “Sally” and then she (the sock puppet) told the students about how she wasn’t feeling too good
because she had a stuffy nose and a cold. Before the students met Sally, I put glitter in her mouth, which would symbolize the germs.
In the middle of Sally talking, she sneezed and did not cover her mouth. When she sneezed, the “germs” went flying all over the table.
My students really enjoyed this as they were not expecting a handful of sparkles to be thrown across the table. I then had a student try
to reach and grab something from me which led them to put their hands in the germs. I then had the students demonstrate how easily
germs are spread by doing actions such as picking up a pencil and handing it to someone and then passing the same pencil on to
another person. I also had them hold hands or give high fives. After all of the students had a chance to touch something that was
“germ” infected, I had students look at their hands. They were amazed to see that anyone who had touched the germs and then touched
someone else or an item that was touched by someone who had the germs, had germs on their hands. We then related this back to real
germs and how easily they spread in our classroom. I asked students if they now understood why it is so important to cover their
mouths when they cough or sneeze and they all said yes, they did not want the germs from their friends. I had students look at their
hands one last time and asked what they had on their hands. They all told me germs. I then asked what they needed to do to get rid of
the germs and they were able to tell me that they needed to wash their hands. We took this opportunity to review the hand washing
steps before they went to wash their hands.
This is an activity I would do in my future classroom because students really enjoyed it and it was a good activity to show just how
much germs can spread in the classroom. After the lesson, we had a student sneeze and not cover their mouth and other students in the
classroom were telling that student to cover their mouth because they didn’t want that person’s germs to spread in the room. This
showed that students were able to apply the knowledge they just gained.
Day 5:
For today’s lesson, I choses to show two short, education videos about the spreading of germs and the steps of hand washing. Many of
our students are used to learning through watching videos because of how prominent technology is in their lives. They also love the
incorporation of music in the classroom. When I found these videos of songs that perfectly aligned with what I was teaching, I knew
that my students would enjoy them as well. This was another way for them to visually see the spread of germs. I also think that it is a
nice break for students when they hear information from someone else besides their teacher for just a few minutes.
I liked these videos because they showed animated germs traveling from a person’s nose to their hand, and then being transferred from
hand to hand as people gave high fives and shook hands. I think this really showed students that just a touch can lead to them having
germs.
Day 6:
Today, the activity that I had students participate in demonstrated how many germs could be on their hands, where on their hands they
need to make sure they are washing, and the hand washing procedure. I brought in GLOGerm lotion and had each child take a squirt
and rub it in on their hands. I then asked if they could see anything on their hands. We shut the lights off and I brought out a black
light and showed students my hands and all the “germs” that were on them. I then passed the black light around and let all students
look at their hands, emphasizing that they look at their palms and the backs of their hands. They then had to go wash their hands, using
the steps we have been learning, to try and get rid of the germs on their hands. I then had the students come back together, turned the
light off again, and passed around the black light for a second time. The students were shocked to see that there were still germs on
their hands even though they used soap. The germs were still prominent especially around fingernails, in between fingers, and on
students’ wrists. I was able to emphasize with students that they needed to make sure that they were rubbing soap on all parts of their
hands so that they could kill the most germs possible. I also showed them my hands after having the lotion on and only washing with
water to demonstrate that if students are only running their hands on water, they are not killing the germs.
This activity went well with my students. This was a valuable demonstration that showed them just how many germs are on their
hands and how they need to wash their hands to make sure that they get the germs off. The students really started to understand that
germs “hide” on their hands, especially around their fingernails and that if they don’t scrub around their fingernails, they are going to
continue to stay on their hands. We also connected this to the fact that a lot of our students put their fingers in their mouths so they are
putting all of those germs in their mouths.
Day 7:
Today was finally the day to check on our bacteria growth to see which surface in our classroom has the most germs on it. The
students had been looking forward to checking our petri dishes and seeing what was growing in them. I had students predict which
surface they thought would have the most bacteria on it. I then showed each petri dish under the ELMO so that all students could see
the growth of bacteria in each dish. After showing all of the petri dishes under the ELMO, students started their centers. I let students
look at the bacteria growth up close, in groups of three or four, during this time so that they had the chance to examine the bacteria and
ask any questions that they had.
The surface with the most bacteria growth ended up being my phone screen, which only one student had predicted. The majority of
students predicted the toilet having the most bacteria and to our surprise, it had less bacteria growth than all other items tested,
including a pencil from a student. Another surface that showed a lot of bacteria growth was the door knob. Students were shocked at
how gross the door handle could be but we then talked about how many people touch our door knob and the students started to
understand why the door knob showed a lot of bacteria growth.
Showing students as a whole group the bacteria growth and then allowing them to come in small groups to look at the bacteria growth
worked really well for our class. It was fun to see the whole class’ reactions as I would show them each petri dish and the growth that
had happened in each. The students enjoyed getting to come up with the small group and look at each dish. They were able to ask
questions and pick up the dishes.
Day 8:
Today, students completed the summative post assessment which was a cut and paste sequencing worksheet, where students had to put
the hand washing steps we have been reviewing each day, in order. This assessment was a good fit for the majority of my students
because we do cut and paste sentences with our animated literacy lessons, so students already understood the basic concepts of cutting
out the pictures and having to glue them in certain boxes. When I gave instructions, I explained to students that the boxes were
numbered 1-6 because there are 6 steps in our hand washing process and that box 1 was for the first step and that box 6 would be for
the last step and then the ones in the middle needed to be in order of how you would wash your hands.
The majority of my students did very well on this post assessment. Those who did not do well during the pre-assessment, showed a lot
of improvement overall. I was happy with the results that I saw from the post-assessment. This was an assessment that all students
were able to complete on their own, without any support from teachers. It was not a time consuming assessment so students did not
feel any pressure which helped them with how well they performed. Since they were using skills that they apply to other activities in
class, this also lessened the pressure on students.
B. Classroom Management Plan (rules, procedures, preventative strategies, supportive strategies) (limited to 1 page)
My cooperating teacher has the classroom rules posted in our classroom. There are four main rules that we say with the students: do what the teacher says, when
the teacher’s talking, you’re not, be a friend and be safe. For the first few weeks of school, we practice these rules with the students each morning and recite
them together. To make them easier for students to remember, we chant the rules so that there is a rhythm. Every day we listen to the morning announcements
while having breakfast, during the morning announcements, we hear the three goals for life that we have at Lakeside Elementary School. These three goals are
all based off of one statement; I can be productive and follow directions: even if I am mad, even if others are not ok, even if I don’t want to. In our classroom we
go over these as well and add even if I am tired, even if I don’t feel very well, and even if I think something may be hard. At Lakeside, we follow the BIST
(Behavior Intervention Support Team) continuum. If a student is struggling in the classroom, they go to a designated safe seat in the classroom, away rom other
students to regroup and process what has happened. If students are not able to regroup in the safe seat, they are then sent to the buddy room, which is a seat in
another’s teacher’s classroom, where the student is able to regroup. If the buddy room does not help the child, there are then sent to the focus room, which is a
room for students who need to calm down, process what has happened, practice strategies to cope with anger or frustration, and create a plan for making better
decisions. Many of our students do not have to go farther than the safe seat because as kindergartners, they are afraid to leave our classroom and don’t want to
leave our classroom. During this process, students also have to fill out a think sheet, which helps students take ownership of their actions and come up with a
solution for their behavior. We also have a helpful circle in our classroom, which we use as a clip chart. Students typically get 2-3 warnings and then they are
moved out of the circle. If the behavior continues, they move out another time. They clip out into light green, then yellow, and then red. If students are in yellow
or red, their parents are notified.

When it comes to procedures in our classroom, students are to sit criss-cross with their hands in their laps while they are on the carpet. If students need to go to
the bathroom during class, they have a silent, sign language signal that they show. If students need to get a tissue, they are allowed to do so as long as they do
not interrupt the class and they blow their nose quickly. This is helpful for me because when a child needs something, I do not have to stop teaching for them to
ask to go to the restroom or to get a tissue. Each child has their own cup in their cubby that is filled with water. Students know that they are able to take a drink
from these cups when they are moving between their seats and the carpet and after recess. In order to prevent students from talking out, I have them raise their
hands when they have something to say or when I have asked a question and want them to answer. There are times that I will have them think of the answer in
their heads and then whisper it all at once. I think that this helps them learn how to follow directions and it gives all students a chance to think of an answer.
Throughout the day, I use callbacks with the students to help gain their attention, especially during transitions. When students are transitioning, I will also
countdown from 10 or 5 to help motivate students to move quicker to the next place that they are supposed to be. I try to praise students that are following
directions and exhibiting positive behaviors so that more students follow their lead. This also prevents dwelling on negative behaviors too much and most
students will work hard so that they will also be called out for exhibiting positive behaviors.
C. Student Interaction and Engagement (Strategies for promoting student to student interaction and student motivation) (limited to 1 page)
It is important to me that students are actively engaged in their learning. Because of this, I made sure to incorporate a lot of hands on activities so that students
were able to actively participate in their learning. Many of the students in my class have not had an exposure to science experiments so it was important for me
to make sure that they got to participate in an experiment that was relevant to their lives and our classroom. A lot of the instruction that I gave was whole group
but students were able to interact with each other a lot because we did multiple simulations where students had to pretend to share germs, which required them
to interact with each other. The students love to be involved during lessons and many of them learn better when they are involved, which was another reason I
picked activities where students were heavily involved. I also used small groups during one lesson so that students could interact with each other and learn from
each other. When students begin to talk with each other and ask questions, they are able to teach each other and learn from each other. My students sit in rows of
three tables, each with three people at them. They are able to ask questions and watch their shoulder partners if they are confused or need help.
D. Student Communication (detailed description of appropriate strategies to encourage student to student communication) (limited to 1 page)
The sock puppet germ spreading activity encouraged a lot of student communication. Students had o communicate with each other as they were “spreading
germs” and brainstorming ways to not spread germs between each other while still fulfilling the tasks I was asking them. When we were having group
discussions, my students were good about giving each other feedback. Students are not afraid to tell their peers when they have made a mistake. Something that
we have worked on is letting someone know that they may not be correct, but doing so in a way that does not hurt their feelings. It seems that students are
willing to listen to their peers more than they listen to the teacher sometimes. Students are curious and want to know what their peers know, so they ask each
other questions and try to explain concepts to each other. When students were observing the bacteria growth dishes in small groups, they were also encouraged
to communicate with each other. While they were looking at the dishes I was able to listen to some of their discussions and many of the students were asking
each other questions and discussing why certain dishes had more growth than the others.

Narrative: Analysis of Assessment
E. Pre-Assessment
Out of 16 students, 9 were able to sequence the hand washing steps with 2 or less errors. Of those 9, 4 were able to
put the hand washing in steps without error. Of the 6 students who are left, 1 had all of the steps out of order, 2 were
Overall analysis of results.
able to put the last step in the correct place, and 3 were able to place two of the steps in the correct place. (There were
6 cards to sequence.)
On the pre-assessment, students who struggled were able to put the last two steps in order, with the exception of the
Discuss the results in reference to child who did not sequence any of the steps in order. The other trend that I noticed with students who made mistakes
the learning objectives. was that they did not know where to place the first step (getting your hands wet). Many students did not take this step
in the hand washing process prior to being taught so they thought it was an extra step.
Before I gave the pre-assessment, I predicted that students would struggle with the first step since many students, or
people in general, do not wet their hands as the first step in their hand washing process. After students completed the
Describe how pre-assessment data pre-assessment, this prediction was proven correct. This assessment helped with instruction because it showed that I
was used to proceed with instruction needed to emphasize this step so that students would remember. The pre-assessment also showed me that I needed to
for all students. point out the difference between the step where you get your hands wet to start and the step where you rinse the soap
off. I also had to explain the picture of hands with soap suds because it was showing a person’s hands while they
were scrubbing the soap on them and some students were confused by the picture.
In order to differentiate for each student, I will start with the most basic knowledge that students will need in order to
be successful with this unit. I will then scaffold their learning from their, building on more knowledge and skills. The
What is the plan to differentiate for majority of the class will be able to understand the basic knowledge and concepts that are taught in this unit. Those
all learners? who are not able to build upon this basic knowledge will understand the fundamental ideas of the unit while those
who are able to build upon the knowledge will be able to apply the skills in real-world applications. These students
will be able to use the information they are learning across multiple steps of Bloom’s Taxonomy.
F. Formative Assessment
Overall, my students have a high level of participation in the classroom, especially during activities and discussions.
There are a handful of students who do not participate voluntarily but if they are asked a question or asked to
participate, they will. When having a whole group activity or discussion, it can be hard to have all students
participating. I had an emergent reader that went with our hand washing steps as well as a printout of the hand
Overall analysis of results.
washing steps with pictures that we read each day, as a class. This gave students exposure to the steps two times each
day and if students were not actively participating by reading, they were hearing the hand washing steps twice a day.
The students did really well when it came to classroom discussion and most of them were able to answer the
questions that I was posing to them.

In regards to the learning objectives, the majority of students were able to master the hand washing sequence. In
Discuss the results in reference to general, the majority of students were able to master each of the objectives. The students really did learn what was
the learning objectives. intended for them to learn throughout this unit. Not every student mastered every objective, but that is normal in the
classroom. Each student was able to understand the main objective for the most part, which was being able to wash
their hands in the correct sequence and understanding the basic ways that germs spread. The activities I did with the
Are students learning what was students were fun but incorporated all of the aspects of learning that students needed. They were also short which
intended they learn? meant students had to be engaged so that they did not miss anything. They were also engaged because the activities
were interesting and they did not want to miss out on something fun.
Originally, I was not going to read the emergent reader with my students but after seeing that almost half of the class
had four or more errors in their sequencing pre-assessment, I decided that having the emergent reader would provide
extra exposure that would be beneficial for my students. I had students who did not want to participate in the sock
Discuss any adaptations based on the
puppet activity because they did not want to have the “germs” on them so I allowed these kids the chance to watch
results of formative assessments. the activity but not have to participate in the germ spreading portion. They still had to explain to me how germs
spread and why they need to cover their sneezes and coughs, so that I knew they understood the concept behind the
activity.
As mentioned, I had students who did not want to touch the glitter germs so I allowed them the chance to
just observe the activity instead of forcing them to participate. I have some students that I knew would not
Identify differentiation needed to like the idea of having dirty hands who would not benefit from being pushed to participate in the activity.
help all students meet the goals and For focus student A, I made sure that when we were doing a whole group activity, I strategically sat him
objectives of this unit. near me or near a student that he could behave by so that he was able to focus on the lesson or activity with
minimal distraction. For focus student B, I would ask him discussion questions in a one on one setting so
that he could whisper his answers to me and not be forced to talk in front of all of his peers.
G. Summative Assessment
My students showed significant improvement from the pre-assessment to the post-assessment. Out of my 16 students,
11 put the hand washing steps in order from start to finish. This means that 69% of the class passed the post
What did the disaggregated data of assessment with 100%. The other 5 students had 2,3, or 4 steps in the correct order out of 6. All of these students
the assessment reveal? showed improvement except for one student. The objective was for students to put 4 or more steps in the correct
order and all but 3 students met that objective. All but 3 students were able to meet this objective. The 3 students that
did not meet this objective ordered 3 steps correct so they missed the objective by 1 out of order step.

My main objective was students knowing the steps of hand washing. All of the other objectives aligned with it
because they helped show why knowing this process is important. I had 5 students out of 16 who were only able to
sequence half of the steps in order. One of these students, however, was able to orally tell me the steps in order,
which showed that she knew the hand washing sequence but could not put the steps in order when it came to the
visual sequence. Another of the students who did not meet the objective had only switched two steps during the pre-
Discuss the results in reference to test but mixed more of the steps up during the post-assessment. This student has a slower processing time than the
the learning objectives. rest of the class and I think that this played a factor during the post-assessment. She also has a hard time with
multiple step activities so sequencing the steps and then having to glue them down may have been too much for her
to focus on.
81% of my class was able to met the objective that I had set for them, which is an acceptable percentage of students.
Other than the one student who scored lower on the pre-assessment than the post-assessment, all of my students
showed improvement or continued to score a perfect score.
Not all of my students learned what was intended for them to learn. The students who were not able to sequence the
steps in order, showed that they still did not know the complete sequence of the steps for washing their hands. One of
the students was able to verbally tell me the steps in order, so I know that this student did learn what was intended for
Did all students learn what was them to learn.
intended they learn? Explain. The students were able to apply much of the knowledge they had gained from the activities to our classroom, which
showed that they met most of the objectives. Students showed a lot of improvement and even though I had students
who did not meet the hand washing sequencing page objective, the majority of students learned what was intended
for them to learn, which was the steps of the hand washing sequence.
Provide a copy of pre-assessment document and the corresponding scoring key/rubric in Appendix C.
Provide a copy of one formal formative assessment document and the corresponding scoring key/rubric in Appendix C.
Provide a copy of one informal formative assessment document and the corresponding scoring key/rubric in Appendix C.
Provide a copy of the summative assessment document and the corresponding scoring key/rubric in Appendix C.
H. Visual Representation of Disaggregated Data

Chart/Table/Graphs of disaggregated data for the Pre-assessment should be included in Appendix C.
Due to the varied nature of data collected by the teacher candidates, each candidate is asked to create a chart/table/graph that includes data for
the Whole Class, Subgroup, and Focus Students. Title the table/chart/graph and use labels to accurately portray the data.
Chart/Table/Graph of disaggregated data for the Summative Assessment should be included in Appendix C.
Due to the varied nature of data collected by the teacher candidates, each candidate is asked to create a chart/table/graph that includes data for
the Whole Class, Subgroup, and Focus Students. Title the table/chart/graph and use labels to accurately portray the data.

IV. Self-Evaluation and Reflection
A. Narrative description of Successful Activities and future implications
Based on the analysis of all the assessment

Give more than one reason for each of the successes identified.
results, identify TWO learning objectives
from the unit students were most successful.
Objective 1: Over 80% of students were successful at this objective. Students were able to be successful with this
Students will be able to order the hand washing objective because there was a lot of repetition of the steps throughout the unit. Each morning, we looked
steps from first to last when the steps are out of at the order of the hand washing steps sing, which also showed the pictures that corresponded with each
order. step. We also read an emergent reader each day that used the same pictures to reiterate the steps.
I also think that students were successful with this objective because I incorporated different styles of
learning while learning the hand washing process. Not only did we read the emergent reader and hand
washing poster each day, I also found videos for the students to watch that included songs and visual
representations of germs being spread. I also included hands on activities that allowed students to get their
hands dirty and then have to use the hand washing process that we had been discussing. By incorporating
different learning styles and hands on activities, along with repetition, students had a higher chance of
being successful at this objective.
Objective 2: This objective was one that required students to take the knowledge they had gained during previous
Students will be able to make predictions about lessons and apply it to our classroom. This showed who knew the basic knowledge and could use it in an
which surfaces have the most germs on them. application and who could not apply the information up to this point. The majority of my students were
successful with this objective because we had class discussions on how germs spread. Students learned
that everyone has germs but our own germs are not harmful to us, it’s other people’s germs that make us
sick. We then discussed what happens when people touch surfaces in our classroom without washing their
hands. Students were able to use this information to help them understand which surfaces are touched the
most in our classroom and how that would contribute to those surfaces having the most germs. We also
read a story that discussed some of the items and surfaces that have the most germs so students were able
to recall the information from the story. Our hands on germ spreading activity also helped students with
this objective because they were able to see just how having germs on your hands and then touching each
other and items in our classroom can spread germs quickly.
Because of the hands on activities, class discussions, and story that we read, students were able to gain a
lot of knowledge for this standard. They were successful because they learned the information from the
book, were able to discuss it with myself and the class, and then were able to apply that knowledge
directly in an activity. The knowledge was scaffold in a manner that allowed students to be successful.
Discuss at least TWO things to do differently in the future to extend these successes to continue students’ academic growth.
In order to make sure that students do know the hand washing sequence in order, I would have each child complete the post-assessment as well as have
them orally state the steps in order. This worked for one student so I would be interested to see how it would work for others. For the second objective,
I would have liked to have had the students tell me what they thought the three most germ covered areas were in the classroom and then compiled a
chart for them to look at so that they could see what areas were repeated and then I would also have data for each child.
B. Narrative description of Least Successful Activities and future implications

Based on the analysis of all the assessment
Give more than one reason for each of the least successful objectives identified.
results, identify TWO learning objectives
from the unit students were least successful.
Objective 1: I thought that this objective would be one of the easier objectives for students to grasp as we had been
Students will be able to wash a majority of talking about hand washing for a couple days by this point and stressing that students need to be doing a
glow germs off of their hands within 1-2 hand good job of washing both hands completely. I never specifically talked about where germs hide on their
washes. hands until before this day and I think that this is why this objective was not as successful. I thought that
when students saw where the germs were with the black light, they would be able to go and wash their
hands and get the heavily covered germ areas. I also should have talked with students and discussed parts
of their hands where germs can hide so that students had some background knowledge before going
straight into this activity.
Objective 2: Even though the majority of students could put the hand washing steps in order, many of the students did
Students will be able to model the hand not follow the hand washing sequence when they were washing their hands. The majority of students did
washing process from start to finish. not wet their hands before proceeding to the next step in the hand washing process. I think this is because
I did not stress to them that this is how they should wash their hands every time they wash their hands as
much as I should have. I also did not have the specific hand washing sign that we had been reading posted
in the bathroom, so even if they wanted to follow the hand washing procedure, they would not have had
anything to reference.
Discuss at least TWO things to do differently in the future to improve students’ performance.
In prior activities, I would have also incorporated how students should scrub their hands and where they should scrub at on their hands to insure that
they are getting rid of as many germs as possible. This would have given them prior knowledge and helped them understand how to successfully
remove the germs from their hands.
For the second objective, to be more successful I would have posted the hand washing procedure in the bathroom and at the sink in our classroom so
that students could reference the steps.
TABLE 4.1 Communication Log

Follow Up
Method of Result or Impact on (if
Date Person Contacted Contact Reason for Contact Instruction necessary)
Looking for the book “Germs Are Not for Recommended the public library,
10-2-18 Mrs. Hall (Librarian) Face to Face
Sharing” our school did not have the book
Looking for the book “Germs Are Not for Able to give a copy of the book to
10-2-18 Public Library Phone Call
Sharing” the school library
Had the book with enough time to

10-4-18 Mrs. Hall Face to Face Drop off of “Germs Are Not for Sharing”
create the lesson for it
Asking to see if the school had a black light Suggested talking to the college to
10-8-18 School Nurse Face to Face
and glogerm lotion find out if someone there has it
Gave me the contact information for
Asked if she had any contacts in the someone she knows in the nursing
10-8-18 Amy Bartlow Email nursing department that would know about department (ended up using
the black lights Greenbush supplies and did not use
the contact information)
Asking to see if Greenbush had a black Greenbush has black lights and will
10-8-18 Michael McCambridge Email
light and glogerm lotion let me borrow them
I was able to receive the black lights
10-19-18 Sharon Bertolio Face to Face Obtained the black lights from her and receive feedback on the lessons
that I had planned for my unit
Many of the parents were happy to
Informed parents of the activities that we see that I was teaching students
10-24-18 Parents Facebook were doing and posted pictures for them to about the spreading of germs and
see the stduents and their reactions sickness. I received a lot of positive
feedback
Add rows as needed
C. Narrative Reflection on Impact of Communications (limited to 1 page)

The impact of communication was very important for my lesson. I did not have some of the supplies that I needed to teach this unit and was able to obtain those
supplies through the communication I had, both with faculty within my school and with coworkers from Greenbush. If I would not have had these contacts with
others, I would not have been able to have had as successful of a unit as I was able to. Even though we spend a majority of the time in our classroom teaching by
ourselves, teaching is not a career that we do on our own. Teachers are constantly helping each other with ideas and lessons and this unit was a prime example
of the help that other teachers were willing to give in order to insure the success of the students in my classroom. Having these resources was useful for this unit
because if I did not have a tool that I needed, I was able to find someone who did have the tool and was willing to loan it to me, no questions asked. People were
even willing to contact others for me to make sure that I would have what I needed with plenty of time to test out the experiments I was conducting.
One of the biggest aspects of teaching is collaboration. I enjoy collaborating with the kindergarten team and finding out what strategies are working in other
classroom and what techniques are being used that I can try in my own classroom. I also spent a lot of time collaborating with my cooperating teacher so that I
could tell her my ideas and receive feedback before even teaching a lesson or an activity. Being able to ask veteran teachers has been helpful because they know
what to expect from the students and have used strategies that I have not used before or thought of and these techniques help maintain structure in the class
while letting students engage actively.
D. Narrative Reflection on Future Professional Development (limited to 1page)
Identify at least TWO aspects of instruction that could be What specific professional development opportunities/activities will
improved. Explain reasoning. help to acquire that knowledge or skill?
Aspect 1: With kindergarten being so heavily focused on reading and math, many
I would like to learn how to incorporate more science into the students are missing out on the opportunity to have hands on experiences with
kindergarten classroom. science. I would like to do some research to see how other school are
incorporating science into their primary classrooms. I would also like to talk to
experienced teachers who are able to integrate science into their lessons while
keeping students engaged so that I could learn about the tools that they are
using to make this possible and how successful these integrations are in the
classroom.
Aspect 2: I do not want to be giving paper and pencil tests or worksheets for every
Something that I would also like to improve on would be assessments. assessment because I think that students need to learn in a more hands on
manner. Even though I have taken an assessment course, I feel like there is so
much to learn about assessment. I would be interested in attending professional
development that focuses on assessment in the classroom. I also think that this
is something that I could research on my own to learn about. This is also
something that I think will get better with experience since this is one area that
is not strong for me.

REFERENCES

APPENDIX A
Demographics: Race/Ethnicity Race/Ethnicity at Lakeside

2017
 White: 67.54%
 African American:
4.27%
 Hispanic:17.54%
 Other: 10.40%
White Hispanic African American Other
Deographics: Race/Ethnicity Race/Ethnicity in the District

2017
 White: 68.69%
 African
American:3.98%
 Hispanic: 16.93%
 Other: 10.40%
White Hispanic Other African American

Economically Disadvantaged Economically Disadvantaged
at Lakeside 2017
 Disadvantaged:
66.11%
 Non-Disadvantaged:
33.89%
Economically Disadvantaged
Non Economically Disadvantaged
Students with Disablities Students with Disabilities at

Lakeside in 2017
 Students with
Disabilities: 19.43%
 Students without
Disabilities: 80.57%
Students with Disabilities Students without Disabilities

Students with Disabilites Students with Disabilities/
Special Needs in Our
Classroom
 5 students have a
disability
 11 students do not
have a disability
Students with Disabilities Students without Disabilities

APPENDIX B
Student Teaching Lesson Plan
PSU Student: Ashton Scholtz Grade Level: Kindergarten
Content Area: Science Lesson Title: GLOgerms
Alignment to Standards
K-ESS3-1. Use a model to represent the relationship between the needs of different plants and animals
(including humans) and the places they live
Lesson Performance Objectives

 Students will use the hand washing procedure that they have learned to wash off 80% of the GLOgerms
on their hands
Materials
Black lights
GLOgerm lotion
Hand soap
Anticipatory Set
“We have been learning about germs this past week and today we are going to see some of those germs on our
hands!”
Introduction
 Review what germs are and how they spread
 Review ways that we can prevent spreading our germs
“I am going to give you a squirt of lotion and I want you to do a really good job of rubbing it in all over your
hands. Make sure to get the tops of your hands and not just your palms, or the insides of your hands.”
Application/Guided Practice/Independent Practice

 I will show students my hands first and ask students what they think they are seeing. After they have
been given a chance to think and answer, I will explain that these are the germs on my hands and that
they will get to see the germs on their hands because I gave them magic lotion that lets them see the
germs.
 Before I let students look at their own hands, I am going to show them how to work the black lights and
explain how to be safe with these tools.
 After students have been able to see the germs on their hands with the black light, we are going to talk
about ways that we can get rid of those germs. After this discussion, we will review the steps of the hand
washing procedure we have been practicing. Students will then go to the sink and bathroom to wash
their hands.
 When students come back to the carpet, they will get to shine the lights on their hands again to see if
they were able to wash all of their germs away. We will then talk about where the germs “hid” and what
spots they would need to rewash to get those germs off. We would also discuss why these areas are ones
where the germs tend to “hide.”
 I am going to rinse my hands with water to also compare with students what happens when you just
wash with water and when you wash with soap.
Closure
“Today we got to see just how many germs can live on our hands. Why is it important to make sure we are
washing our hands?”
“As long as we are washing our hands, covering our coughs and sneezes, and keeping our hands out of mouths,
faces, and noses, we will help prevent spreading our germs and we will keep ourselves from getting sick.”

Student Teaching Lesson Plan
PSU Student: Ashton Scholtz Grade Level: Kindergarten
Content Area: Science Lesson Title: Cover Your Sneeze!
Alignment to Standards
K-ESS3-1. Use a model to represent the relationship between the needs of different plants and animals
(including humans) and the places they live
Lesson Performance Objectives

 Students will use the hand washing procedure that they have learned to wash off 80% of the GLOgerms
on their hands
Materials
Sock puppet
Black paper
Glitter
Pencil
Anticipatory Set
“We know that it is very important to cover our sneeze and today we are going to learn why it is important to
cover our sneeze and what happens when we don’t.”
Introduction
 Review what germs are
 Review ways that we can prevent spreading our germs
“I have a friend who wants to come visit you all but you have to promise that you are going to be good listeners
when she comes out.”
Application/Guided Practice/Independent Practice

 Sally the puppet is going to come out and start talking to the kids about having a cold (she has a cold).
We will then discuss reasons or ways that Sally may have gotten her cold. During this conversation,
Sally is going to sneeze and not cover her mouth so that germs (glitter) flies all over the table that the
students are gathered around.
 We will take this time to talk about why germs flew out all over the table and onto the students. After we
have answered why, I will have students show me how they should cover their sneeze and their cough to
prevent their germs from flying all over the room.
 I will then ask a student on the opposite side of the table to reach over and grab something from. Since
they are on the opposite side, they will have to put their hand in the glitter to reach over. This student
will then pick up a pen that I hand them. They will then pass on that pen to a friend. I will also have
students high fiving and shaking hands to spread the “germs” around. After all students have had the
opportunity to share their germs, I will have students look down at their hands. “What do you have on
your hands?”
 After students answer with germs, we will talk about how easily the germs spread and what surfaces in
our room we think have a lot of germs on them, emphasizing that the items that we all a lot will have the
most germs. We will also talk about how if even just one person doesn’t cover their sneeze or cough or

has their fingers in their mouth or nose, that one person is spreading their germs to all of us because we
all touch the same stuff all day.
Closure
“Today we got to see just how important it is to cover your mouth when you sneeze or cough. We don’t want
anyone in our class to have to be gone for a day because they are sick so we need to make sure that we are
covering our sneezes and coughs so that we can all stay healthy in our classroom.”
Students will then use the hand washing procedure to wash their “germs” off.

APPENDIX C
Pre-Assessment Sequence Cards

Pre-assessment answer key

Summative assessment

Summative assessment key

Informal Formative Assessment-students will receive the half sheets and will have to put their
book in order according to the hand washing procedure

Formal Informative Assessment

Answer Key
Sample answers include: door

handle, phone, pencil, cup, computer,
bottom of your shoe, hands, mouth,
toys, money, etc
Sample answers include: wash my hands, keeps my

hands out of my mouth, nose, face, etc., not drink after
people

Whole Group Vs. Focus Studets Pre-Assessment
(Out of 6 possible points)
7
0
Whole Class Student A Student B
Column1
Whole Group Vs Focus Students Post-Assessment

7
0
Whole Group Focus Student A Focus Student B
Series 1

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TEACHER WORK SAMPLE

Your First and Last Name: Ashton Scholtz

District where you completed

Name of School Building

Content Area of your TWS: Science

TWS Unit Topic: The Spreading of Germs and Prevention

Grade Level of the Classroom

Pittsburg State University Teacher Work Sample 1

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Table 1.1 Class Contextual Information (limited to 1 page)

Table 1.2 Student Characteristics for Whole Class (limited to 1 page)

Pittsburg State University Teacher Work Sample 4

what it looks like to be a good listener.

move through school.

Pittsburg State University Teacher Work Sample 5

Pittsburg State University Teacher Work Sample 6

discouraging for him to hear.

he is more likely to talk with his peers.

Pittsburg State University Teacher Work Sample 7

are also able to analyze and make connections between ideas.

Pittsburg State University Teacher Work Sample 9

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Summative Assessment: Cut and Paste Hand Washing Steps

Table 2.1 – Instructional Design – Unit Plan

Narrative for Instructional Design

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A. Narrative: Daily Teaching Reflections (limited to 4 pages)

Pittsburg State University Teacher Work Sample 16

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H. Visual Representation of Disaggregated Data

Pittsburg State University Teacher Work Sample 24

A. Narrative description of Successful Activities and future implications

Based on the analysis of all the assessment

B. Narrative description of Least Successful Activities and future implications

TABLE 4.1 Communication Log

Pittsburg State University Teacher Work Sample 26

Had the book with enough time to

C. Narrative Reflection on Impact of Communications (limited to 1 page)

Pittsburg State University Teacher Work Sample 27

D. Narrative Reflection on Future Professional Development (limited to 1page)

Pittsburg State University Teacher Work Sample 28

Pittsburg State University Teacher Work Sample 29

Demographics: Race/Ethnicity Race/Ethnicity at Lakeside

White Hispanic African American Other

Deographics: Race/Ethnicity Race/Ethnicity in the District

White Hispanic Other African American

Pittsburg State University Teacher Work Sample 30

Students with Disablities Students with Disabilities at

Students with Disabilities Students without Disabilities

Pittsburg State University Teacher Work Sample 31

Students with Disabilities Students without Disabilities

Pittsburg State University Teacher Work Sample 32

Student Teaching Lesson Plan

PSU Student: Ashton Scholtz Grade Level: Kindergarten

Content Area: Science Lesson Title: GLOgerms

Lesson Performance Objectives

Application/Guided Practice/Independent Practice