Evaluation Of The Kentucky Kindergarten Science Standards Essay

Evaluation Of The Kentucky Kindergarten Science Standards Essay

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Rationale
This Impact Project was designed to teach the following Kentucky kindergarten science standards:
K-PS3-1. Make observations to determine the effect of sunlight on Earth’s surface.
K-PS3-2. Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.
In addition to the two above standards, maintaining a year long learning of the following standard:
K-ESS2-1. Use and share observations of local weather conditions to describe patterns over time.
Planning for this unit began with the unit pacing guide given to me by my cooperating teacher who pulled it from the district website. I used this information to help guide me in the backwards design process in which I looked at the overall end goals for the unit, deciding what I wanted my students to know by the end, then working backwards to plan. I began to unpack the unit by first looking at the standards involved in the unit, the guided and focus questions, and finally the transfer task at the end of the unit. I used this information to begin the designing of my goal clarity window (GCW.) I developed four learning targets for this unit as follows: Target 1- I can explain how the sun warms the Earth’s surface. Target 2- I can explain that the sun’s warmth can be reduced or managed. Target 3- I can identify different types of the Earth’s surface. Target 4- I can make predictions about temperature based upon the weather. From these targets I developed fifteen questions, ranging from depth of knowledge (DOK) 1-4. I was then able to use these DOK questions to create my summative assessment, which I would use as both a pre-assessment in order to help me understand my student’s prior knowledge and plan my lessons, as well as a ...


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...P’s but there is one student who is receiving Tier 3 intervention and is in the process of having data collected on him to receive an IEP for developmental delay (DD.) There are also no students who have yet to be identified as gifted and talented, but there are six students who began the school year already reading and writing. The students in the classroom range in ages from five to six, and are representative of seven different racial and ethnic backgrounds: White, African American, Hispanic, Haitian, Indian, Bi-Racial, and Korean. Mrs. Sanders said this is the most diverse classroom she has had since she has been teaching at Camden and this classroom has a larger percentage of diversity than the school average. As far as developmental levels there are six students who are above level in reading and writing, fifteen who are at level, and five who are below level.

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