PSU

TEACHER WORK SAMPLE

TEMPLATE

Your First and Last Name:

MICHAEL VENA

Date Submitted: 5/1/17

District where you completed

the TWS: U.S.D. 248 Girard

Name of School Building

where you completed the
TWS: Girard High School

Content Area of your TWS:

Physical Science

TWS Unit Topic:

Electromagnetic Radiation
and Waves

Grade Level of the

Classroom / Students in
Which the TWS Unit Was
Completed: 9th

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)
Girard High School is in the town of Girard the county seat of Crawford County, Kansas. It is a rural farm community that has some small industry that is locally
owned and operated. The population is 2,789 per the 2010 Census. Most students live in the outlying area on family farms, their primary source of income. The
community support of the school district is over whelming; they understand and are invested into the future of their community are the children.

Overall as a district, there are 1033 students attending school. 53.24 % of the students are male and the remaining 46.76% of the population is female. Ethnic
diversity is small with 88.29% identifying as white, 5.81% Hispanic, 1.94% African American, and the remaining 3.97% as other. The social economic status
shows 51.21% is not economically disadvantaged and 48.79% is.

In the high school, of the 322 students enrolled 55.28% are male and 44.72% is female. Ethnicity is higher than the district average at 91.61% white, the Hispanic
population is 3.11%, African American students comprise 2.8% of the population, and 2.48% claim as other ethnic backgrounds. The social economic status is
similar in comparison to the district with 57.76 % non-disadvantaged and 42.24% in disadvantaged status.

Table 1.1 Class Contextual Information (limited to 1 page)

Grade level ___9____ Content area (e.g., mathematics) ___Science___ Topic (e.g., geometry) Physical Science_____________
Age range of students ________14-15_______ Number of male students ___5________
Total number of students _______14_____ Number of female students __9________
Percentage of students receiving free lunch __________ Percentage of students receiving reduced lunch_50%_____________
[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 __X____
Ethnicity of students (give numbers) ______ African American or Black __2____ Hispanic or Latino
______ Native American/Alaskan Native ____12__ White
______ Asian or Pacific Islander ______ Other (specify) __________
Language proficiency of students (give __X____ Fluent English Proficient ______ English Language Learners
numbers)

Pittsburg State University Teacher Work Sample 2

 Identified special needs categories
represented (give numbers)
_______ Specific Learning Disability _______ Speech/Language Impaired
_______ Hard of Hearing _______ Visually Impaired
_______ Deaf _______ Orthopedically Impaired
_______ Deaf-Blind _______ Emotionally Disturbed
_______ Other Health Impaired _______ Autism
_______ Multiple Disabilities _______ Mental Retardation
_______ Brain Injury _______Gifted
_______ Established Medical Disability (0-5 yrs) _______ Developmentally Delayed
_______ At risk for developmental disabilities ___5____ Other (Specify)___Academic
Assistance____________

Subgroup Selected (describe the group) I selected the male part of the class for the subgroup. They are the minority in the group
and show diverse capabilities
Rationale for Selection: intellectual capabilities are more advanced at this level. their intellect and maturity is diverse in this group

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
Intellectual Characteristics
- Including readiness,
cognitive abilities, learning
needs, developmental levels,
etc.
Specific Descriptions
In this class about one quarter of students that are high achieving and have great cognitive abilities, half of the class
shows potential academically, but are their own worst enemies, and the remaining quarter have little or no motivation
to do well in school. Those in the fifty percent struggle with completing and submitting their assignments and still
think that they can get a good grade on pure grace. They struggle with organization and the capacity to think for
themselves.

Previously demonstrated
academic performance/
ability:
% Above standard _____
% Meets standard _____
% Below standard _____
This class has shown potential for academic success, but are still learning how high school works. I fear for some of
them have learned who to manipulate the system and struggle with learned helplessness. Like I previously stated,
most are their own worst enemy. They dont anything seriously or do not have school in their priority list except for
the socialization with friends or athletics. Unfortunately, there are two students in the class that do not like school or
dont apply themselves because they are being shuffled around through the foster care system. One of these students
has just returned to this school after shuffling through two foster homes and two schools since the beginning of the
school year.

Pittsburg State University Teacher Work Sample 3

Social Characteristics
- Including emotional,
attitudinal, motivational, etc.
Socially, this is a busy group. Most of the students are involved in extracurricular activities like cheer, FFA, FCCLA,
sports or a combination. This group of freshman are learning what the high school years can offer them outside of the
classroom. They are finding their social freedom that they have gained by obtaining a drivers license, a car, and
being included in upperclassman activities. At this point in their lives, they are emotionally a mess. Learning the
social cues of high school, trying to be grown up to fit in, awkwardness of crushes, and puberty kicking into high
gear makes this a challenge daily for them. A few of the students feel they are entitled to do nothing and be given free
passes on their grades because of who they are or what they are involved in at the school. It is apparent that they have
not learned to respect anyoneteachers, parents, other students, or themselves. They feel they can talk to whomever
they want however they want and not suffer consequences for their choices. Most have low motivation in this class
because they feel it is unnecessary to them at this point. There are a few students that apply themselves to everything
they do and their grades reflect that.

Personal Characteristics
- Including physical, social,
individual experiences,
talents, language, culture,
family and community
values, etc.
This is a diverse group of students. There are farm kids, athletes, artistic children, foster kids, and high intellect
students. Within this group a lot of these overlap, but some are clearly defined. I can see their potential, but they
cannot, not yet. It is difficult for them to see it when they base their learning capabilities on their grade in the grade
book alone. They appear to be afraid to take the chance and fail or succeed. I try to get them get beyond themselves a
take chance to challenge themselves to be more successful. Their talent range is impressive as well, there are several
accomplished artists, an awesome basketball player, and well-practiced thespians. Most come from a home
environment that is not the traditional standard. Like previously mentioned, there are a few from the foster system,
one student is a transfer living with his brother, one living in a split living situation being shared between their
parents, and a couple live in the traditional family sense. One student has been in treatment for cancer and missed a
lot of school. One student is an accomplished barrel rider and she lives for that competition and it is reflected in her
personality and interactions in the classroom.

B. Narrative: Implications for Whole Class Instruction Based on Information from Table 1.2 (limited to 1 page)
The class is diverse in its dynamic. The students are all capable of doing the assigned class work, but their motivation is lacking. The unit was
created to increase their interest and motivation. It was designed as one unit instead of two small units to ease the stress on the students and their busy
spring time schedules. The book does not contain much detail into the subject and fit the time frame for the unit. The students give attention to the
subjects being taught and often ask genuinely inquisitive questions to broaden their narrow knowledge of the subject. As a majority, the class is
engaged and capable to an extent, but they all show some sort of need for spoon feeding the information. The last few units we have completed have
Pittsburg State University Teacher Work Sample 4
contained large amounts of information so I chose to cover some less discussed chapters to broaden their minds. I utilized the provided resources
from the textbook to present the materials in a sequential easy to follow manner. The textbook differentiated instruction resources were used to ensure
all would have the best chance of learning the material in the time allotted for the unit.

C. Sub- Groups/Students Information

Describe this
Why was this
subgroup/student
subgroup/student What was learned about this subgroup/student?
using information
selected?
from Table 1.1
Boys vs girls Intellectually boys are Intellectual
supposed to be more This group proves to be a surprise intellectually, three of the boys seem to be more
advanced than girls, interested in still being little boys than attending to their tasks. One of the other two strives
but the girls are to do his best and his grades reflect that. He is intellectually superior to the rest of the class.
supposed to be more The last boy appeared to struggle intellectually at the beginning of the semester, but has
mature than their male continually improves. This student is a transfer student that lives with his brother. He
struggled at the beginning because he slipped through the cracks as a transfer. He came
counterparts. The 2:1
from a very rural and impoverished school district in Oklahoma. One struggle with this
ratio of girls to boys subgroup is keeping them engaged and participating in the class.
interests me in the
SUBGROUP classroom dynamic.
or
FOCUS
STUDENT Social
Social hour is important for these students. They try to make every hour social hour. They
feel whatever they want to do or talk about is more important than the lesson. One of the
five keeps to himself and appears to want to be invisible.

Personal
This group is rather diverse in personal experience. Three of the five are popular involved
students, one is a bit of a loner due to his intellectual superiority and this is held against
him by the others. The other student desires to be invisible, but has begun to speak up and
be involved.
SUBGROUP Student #12. Low SES, This student was Intellectual
or transfer student, quiet chosen because he is a This student appears to be the average student academically. He struggled at the
FOCUS and reserved prime example of an beginning because everyone assumed he was familiar with the technology they use
STUDENT at-risk student. daily. He has improved once he was taught how to use the tools given to him. He
transferred from a very small school in rural Oklahoma and I feel that he was
missing some key educational opportunities growing up. He has surprised me with
his responses when asked questions, but he spoke with a lack of confidence
Pittsburg State University Teacher Work Sample 5
 however.

Social
Student #9 is a quiet, unassuming student that is just present in the class. Even though this
group of students have some classes together, some do not remember his name or are
surprised when he speaks. He keeps to himself and responds only when spoken too. I feel
he grew up in a stigma that children are to be seen and not heard.
Personal
I observed the first few weeks of his arrival that he has led a life of
struggles. Knowing the area from where he came, helped me understand a
bit of what it appears he has gone through. He moved here at semester to
live with his brother. On occasion, I have observed the student wearing the
same clothes a few days in a row and coming to school with a large amount
of insect bites on his arms. In a few personal conversations, we have had the
opportunity to engage in, I feel like he sometime feels like he does not fit in
or belong, but I encouraged him to keep working hard and not to worry
what everyone else thinks.

D. Narrative Implications for Sub-Groups/Focus Students Instruction (limited to 1 page)

I minimized the amount of course work on the unit to maximize learning. The students are inundated daily with homework and busy work and lose motivation
each time I provided worksheets in the past. I focused on increasing their understanding instead of multiplying their frustration with homework. This allows us to
focus on the subject and keep their interest in it. the subgroup is comprised of 3 boys that cannot keep focus and lose interest easily, the others pay attention and
are engaged the whole class period. The girls in the class we are comparing the boys to are intellectually more advanced than their male counterparts. There are a
few challenges that require more attention. Three of the girls appear to be as interested in the subject as the three boys. The others pay attention and remain
engaged the whole time. I shortened the lecture time and increased collaborative work to keep the students engaged.

Pittsburg State University Teacher Work Sample 6

II. Instructional Design

A. Narrative Description of Range of Objectives and Rationale for Selection (limited to 1 page)
Even though there are many objectives, they can be overlapped and combined to be structured into two smaller units. I chose to combine the units so the students
were not overburdened by state assessments and high amounts of homework. The range of objectives meet the state standards and give basic knowledge for the
students to build on in their further education. I also created objectives that could be easily applied to everyday life. I feel that practical applications as such will
increase the interest and learning of the students. This is the last class of the day for the students and they are usually unmotivated by the time I see them. I work
hard to reenergize them to keep them engaged.

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. Blooms
No.
Taxonomy)
1 Correlate the relationship of waves and matter to our daily lives Analyze
2 Describe mechanical waves and their dependence on medium analyze
3 Identify, compare, and provide examples of the two types of mechanical waves Analyze
4 Introduce seismic waves and their role in earthquakes Understand
5 Identify the anatomy of a transverse wave Apply
6 Calculate wave speed, frequency, and wavelength Apply
7 Define amplitude, diffraction, interference, reflection, refraction, and resonance Understand
8 Identify electromagnetic waves and their properties Understand
9 Review frequency, wavelength, and wave speed. Remember
10 Interpret the electromagnetic spectrum Apply
11 Explain and compare radio communication of AM and FM radio waves Analyze
12 Relate television, telephones, communication satellites, and GPS to real world applications Analyze

C. Identify State Standards Benchmarks Addressed by Unit Objectives How do objectives address these standards? (limited to 1 page)
Pittsburg State University Teacher Work Sample 7
NGSS-PS4-Waves and Their Applications in Technology for Information Transfer; PS4a: Wave Properties; PS4B: Electromagnetic Radiation

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)
II. D, H, and K Describe the assessment to be Explain rationale for choosing Which Identify how the assessment will be
used this assessment objectives scored and/or the criteria to be
Pre-Assessment: Matches objectives 1,2 8-12 does this used for evaluation.
T Lesson Formative assessment
Instructional Activities/ Describe Specific Adaptations/
Lesson Date R Objecti Assessment address?
Pre-Assessment Multiple choice Strategies Recall previous knowledge with Differentiation
1,2 8-12 The assessment was graded, but given
I ve(s) (formal/informal)
(Diagnostic) True/false prompts completion points. The data was
Bell work, pretest, PowerPoint, vocabulary
1 4/11 TR 1-4 Formal/ informal Individualcollected todiscussion,
work, class identify base of PowerPoint
visual knowledge
sheet to build on
Bell work, PowerPoint, calculation
4/12 TRI Daily bell
2Formative Assessment 5-7work
worksheet, video
Bell work is used as review of
informal 1-12 IndividualBell
work,work
classisdiscussion,
based on PowerPoint
completion; review
- Informal Review previous days. Review is utilized to was assigned homework points
3 4/13 TRI Kahoot review
4-7 Bell work, quiz, lab check for understanding.
Formal/informal
kahoot Individual work, group work, online quiz
Vocabulary review to help recall in informal
4 4/17 TR 8,9
Wave calculations
Bell work, PowerPoint, vocabulary informal
environment to ensure knowledge
Individual work. Class discussion, PowerPoint
Individual work, class discussion, group work,
5 4/18 TR 8-12 Bell work, PowerPoint,retention. Reinforce concepts
review sheet Formal/ informal
learned. wave calculations were PowerPoint
6 4/19 TRI 1-8 Bell work, lab, review utilized
sheet to enhance problem solving
informal Individual work, group work, class discussion
skills,
7 4/20 TRI 7-12 Online review, review sheet Informal Individual work, group work
Formative Assessment Multiple choice, t/f quiz Quiz designed to check for 1-12 Quiz graded by correct answers,
8- Formal 4/21 RI Laboratory
1-12experiments
Chapter test understanding, labs used to apply
formal Individualcalculations
work were participation points
practical concepts to everyday life. Labs were scored per completion and
Summation
Etc. 4/22 1 Post-test and new chapter introduction
assessment
Individualparticipation
work, class discussion.
Summative Multiple choice Reinforce knowledge learned during Graded on correct responses
Summative
Assessment Assessment: 1,2,8-12
True/false unit

Narrative for Instructional Design

II. E.
Why are the lessons sequenced in this To build on prior knowledge to ensure retention by reinforcing the concepts daily. This is the approach my
manner? cooperating teacher uses to ensure understanding by the students
Pittsburg State University Teacher Work Sample 8
II. F.
What learning strategies were incorporated
Individual work, class discussion, group work, Kahoot review, hands-on lab activities
into this unit?
How do the instructional strategies/activities The instructional activities and lab experiments built upon and reinforced the objectives to apply to
address the learning objectives for this unit? everyday situations
II. G.
How will critical thinking and problem
Wave calculation worksheets reinforces problem solving skills, critical thinking skills are applied to the
solving strategies be implemented? Give laboratory experiments
specific examples of use.
II. I.
Explain the reading strategies that will be
used throughout the unit. Give specific
Active reading- reading and copying notes, reading lab procedures,
examples. (Remember that using text is not a
reading strategy)
How will technology be integrated within the
The use of Apple iPads will be utilized during the unit for lecture, students taking quizzes online, and
unit? Explain both teacher use and student reviewing chapter during online quiz generator- Kahoot
use.
How does the unit demonstrate integration of Mathematicscalculating wave speed, frequency, and wavelength
content across and within content fields? English--- laboratory write ups and vocabulary
II. J.
What specific adaptations or differentiated Visual---PowerPoint with diagrams, note taking sheets
activities were used to accommodate AuditoryLecture coupled with informal assessment, and PowerPoint
individual learning needs for the whole class? Tactilehands-on lab experiments
What specific adaptations or differentiated
activities were used to accommodate
The accommodations for this class is minimal due to learning level of the students.
individual learning needs for the identified
sub-groups / students?

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

Pittsburg State University Teacher Work Sample 9

III. Teaching and Learning

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

Day 1: Starting the unit was met with a little resistance when I announced we were going to do a pre-test the day after a test. When I told
them it was participation only points, I saw relief on their eyes. I explained I needed to know how much they knew about the new unit. They
fared better than I anticipated on the pretest. I handed the note sheets out and had them ready for a short introduction into waves. We
lectured and discussed the subject matter for a short bit and then started on the vocabulary sheet for the chapter. The students did not seem
excited about the subject matter. I promised them the information was important for them to use in the future and that it was a quick and
easy chapter. I promised them a Bill Nye video if they would give me slack on the topic. They agreed to the compromise.

Day 2: Continuing with the new topic at hand, breezed through the PowerPoint and notes section of the lesson rather quickly. I introduce
another formula and solving triangle to them to much of their dislike. They do not like math in class, they roll their eyes because no other
class teaches 2 subjects in the same class. I had to remind them that math will be forever part of their life. As we worked the problems I
explained to them that it was important to use the correct units. They argued that it didnt matter because I knew what they were solving
for. I playfully gave them a real-life example to why labels were important, If I told you I would pay you 9 an hour for working, what
would you expect to receive? they all wanted $9, but I told them I meant 9 cents and then asked if it was important to label correctly?
We finished the hour with the Bill Nye video I promised them. I informed them of the next days quiz and labs that we were doing. i felt that
would create a relaxing time for the long weekend coming up.

Day 3: We started the day completing bell work and turning in the weeks sheet for grading. Next thing on the agenda for the day was a
quiz on Canvas. They did well and I am confident that they will do well with the next section of the chapter. We went to lab, it consisted of
three mini-labs. Unfortunately, they became longer labs because the students did not reread the instructions after I explained the labs to
them. One lab entailed the students tapping on a pan of water at different speeds and explaining what the observed. The next one had them
create waves with a length of rope and counting the wavelength and calculating frequency as well. The final lab had them create a
transverse wave that matched a certain frequency and wavelength to calculate the amplitude of the wave. They were anxious to get their
weekend started and rushed through the labs. I had to remind them that they needed to take the time and do the labs correctly.

Day 4: Slow start from the long weekend and hard to get the students started. Once we got the labs from last week turned in I traded them
for the new units note sheet and vocabulary, it felt like I had hurt their favorite pet. We worked through the first half of the power-point
and the students appeared to have a better grasp on this information than that of the last unit. We made it to the electromagnetic spectrum
visual and compared the wavelength, frequency, and energy of various types of electromagnetic radiation. We stopped with the visible light
spectrum and the rainbow. They were enjoying the discussion of the various radiations they had no clue of being an everyday part of their
life, especially how cellphones and microwaves use microwaves to work.
Day 5: Today we finished the unit talking about medical uses of radiation and radio communications. The discussion quickly turned to the
Marvel Universe and if gamma rays could turn us into the Incredible Hulk. Unfortunately, I had to break their hearts and tell them that it

Pittsburg State University Teacher Work Sample 10

was used to kill cancer and could not make us superheroes; so I shared with them my vision of the Incredible Hulk---Lou Ferrigno. They
figured out that I am old. As we finished the unit, they were amazed once again how much we use electromagnetic radiation in our daily
lives. At the end of every unit slide show I take the students on a history tour of the information we presented. I walked them through the
history of phones and the evolution to the convenience they have become. At the end of the hour we started a review of the previous unit to
prepare for the chapter test on Friday.
Day 6: Today is a short day. We did a group lab showing the effects of microwaves and food preparation and how infrared waves are used
in remote controls to make our lives easier. We started the last units review for test on Friday. As we are nearing my last weeks with them,
my cooperating teacher has allowed me to let them pick the last unit we will do as a group. I informed them of this decision and wanted
them to think about it and we would vote tomorrow. The only criteria I needed them to remember is that it relates to Physical Science.
Day 7: Review day. We go over the review sheets from the last two days. I tell them to highlight the items that are of importance for the
chapter test. I made it clear that vocabulary was going to be a big part of the test. They were engaged and answering the review questions
correctly and quickly. They wanted to get to the Kahoot review. I do these to relax the tension of the test, but this group is so competitive
and tries to be the first to answer and not necessarily the correct answers. We voted on the next unit------the Solar System and Universe.
Day 8:Test day. The students take most of the hour taking the test and had few questions leading me to believe they understood all the
questions. I created the test from the vocabulary sheets, the quiz, and wave calculation sheet; they had seen every question prior to the test.
We did a short Kahoot quiz to complete the day and provide me with information I needed to structure the next chapter with.
Day 9: Took the post-assessment much to their chagrin.

B. Classroom Management Plan (rules, procedures, preventative strategies, supportive strategies) (limited to 1 page)
Classroom Rules
Cellphones and other electronics are not allowed during class
Food, drinks, or candy are not allowed in class
Class will be dismissed by the instructor not the bell.
Talking is not permitted during instruction.
Late work will not be permitted except for excused absences
Procedures
Do bell work
Get assignments out to turn in.
Get instructional materials out and be ready for class to begin.

C. Student Interaction and Engagement(Strategies for promoting student to student interaction and student motivation) (limited to 1 page)
Student interaction varies from class to class. With class I could keep their attention and maintained a good personal relationship with them by allowing
them a more relaxed atmosphere than that of the other classes. With class I have could share some personal information that has given me credibility with them and
this allows for trust to guide the class instead of the fear of a temporary teacher. they have asked me to come back next year to be their full-time teacher on several

Pittsburg State University Teacher Work Sample 11

occasions. I rarely have any discipline issues with this group, except for a recent transfer that disrupted the dynamic of the class. She created a little wave in the
normal flow and it affected a couple of the other students. However, she quickly was halted by the other students because they wanted to learn. We have a greater
connection in comparison of the other classes, this is my smallest class and we do not have the drama creating students in this class. This does not mean we do not
have occasional bursts of personality that require some attention. Some students lack the self-control that the rest of the class has, but it is more for attention of
their classmates than anyone else. I handle daily self- confidence issues of a few students by asking them questions I know they have the answer to, but feel like
they do not know. Several of the students struggle with test anxiety, until we review the material and then their fear subsides. Most struggle with not following
their first instinct. I relate this to my experiences I have had in college where I have done better trusting my instinct instead of second guessing myself. They seem
to have taken my advice and are doing better now.

D. Student Communication (detailed description of appropriate strategies to encourage student to student communication) (limited to 1 page)
In this small group of students, I have the freedom to mix up their groups to help them learn to interact with different personalities than hanging in their familiar
groups. Occasionally, I combine groups to get a larger group collaboration going. They appear to not have the problem to communicate amongst themselves. Most
are comfortable conversing with all their classmates, but some tend to just keep to their selves.

Narrative: Analysis of Assessment

E. Pre-Assessment
The range was more consist than expected. Some of the students showed more knowledge than anticipated. I feel that
the lesson I prepared will be sufficient in providing the knowledge needed by the students.
Overall analysis of results.

In regards to the objectives the pre-test reflected that we needed to work on vocabulary and identification of the
Discuss the results in reference to terms. I feel that is important to impress more on objectives 5,7,8-9 to ensure the students have an understanding
the learning objectives. when we complete the unit.

Describe how pre-assessment data Vocabulary will be review for understanding. defining the pertinent words to gain understanding by the student.
was used to proceed with instruction
for all students.

Pittsburg State University Teacher Work Sample 12

 I will provide supplemental resources to enhance the students learning experience. I feel the students will understand
What is the plan to differentiate for the information by the end of the chapter.
all learners?

F. Formative Assessment
I was pleased with the outcome of the formative assessment. The students seemed to have a greater understanding of
the topic now. A few of the students did not fare as well, I believe because they rushed through the quiz.
Overall analysis of results.

Discuss the results in reference to The students appear to be learning the portion of objectives that were covered by the quiz. The learning objectives
the learning objectives. were clearly covered by the quiz. I created the quiz as a booster for their confidence in the subject, but still
intellectually challenging them as well.
Are students learning what was
intended they learn?
I reviewed the vocabulary terms that they tended to misunderstood as a whole. When reviewing for the chapter test, I
Discuss any adaptations based on the reviewed once again the terms that had confused them.
results of formative assessments.

Identify differentiation needed to I used a review form out of the textbook to reinforce the terms to ensure understanding.
help all students meet the goals and
objectives of this unit.

G. Summative Assessment
The data showed an overall increase in understanding of the material presented. I feel that the tested material was
What did the disaggregated data of covered sufficiently to meet my expectations of the lesson.
the assessment reveal?

The summation assessment was designed to test for understanding of the same objectives the pre-test covered. The
Discuss the results in reference to material was supplemented by information that was covered during the unit. The result show increased understanding
the learning objectives. of the objectives.

The students learned the objectives taught. Not all students successfully showed this however. I feel that some of the
Did all students learn what was students feel that the subject is unimportant and wish not to use their full potential to be successful in the class.
intended they learn? Explain.

Provide a copy of pre-assessment document and the corresponding scoring key/rubric in Appendix C.
Pittsburg State University Teacher Work Sample 13
 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.

Pittsburg State University Teacher Work Sample 14

IV. Self-Evaluation and Reflection

A. Narrative description of Successful Activities and future implications

Based on the analysis of all the assessment

results, identify TWO learning objectives
from the unit students were most successful.
Objective 1:Calculate wave speed, frequency,
and wavelength
Give more than one reason for each of the successes identified.
Physical Science utilizes crosscutting concepts involving mathematics. These students used their knowledge
of Algebra to figure this portion of the unit. We also built on previous equations to work out a system for
identifying the needed solution.

Objective 2: Through our lab activities, we constructed a transverse wave and identified the parts. The students applied
Identify the anatomy of a transverse wave the knowledge learned in the lecture to create multiple scenarios of the transverse wave to achieve a better
understanding of the anatomy of the wave.

Discuss at least TWO things to do differently in the future to extend these successes to continue students academic growth.

Build on comparison of a transverse wave and a compression wave. Utilize tactile objects to visually compare the two. Compare the wave speed,
frequency, and wavelength to the electr0magnetic spectrum to increase understanding of the concepts

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: Explain and compare radio Did not discuss the role of media and particles in the transfer of radio waves in relation to radio
communication via AM and FM radio waves communications in depth. Did not compare radio communication to satellite communication as well as the
technological advances gained by using satellites.

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Objective 2: Did not discuss the background of earthquakes, p-wave and s-wave correlation to the electromagnetic
Introduce seismic waves and their roles in spectrum.
earthquakes

Discuss at least TWO things to do differently in the future to improve students performance.
Correlate radio waves to everyday applications---from the start of this technology and to the future of such technology.
Increase the depth of discussion of the role of p-wave and s-wave to earthquakes. Apply this knowledge to the current events of fracking and the increase
of seismic activities in our area.

TABLE 4.1 Communication Log

Follow Up
Method of Result or Impact on (if
Date Person Contacted Contact Reason for Contact Instruction necessary)
Students completed and turned in
4/12 Students 1,4,10,11,12 Face to face Provide assignments from previous day.
next class period
Previous day assignment as well as quiz Student completed assignments and
4/17 Student 9 Face to face
Briefly explained lab that student missed quiz. Excused from making lab up
4/17 Student 2 Face to face Introduction to class, new student

Add rows as needed

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

Students completed assignments in a timely manner to keep on track with the rest of class. Due to time constraints, the student that missed lab was excused from
the activity.

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

Identify at least TWO aspects of instruction that could be improved. What specific professional development opportunities/activities will
Explain reasoning. help to acquire that knowledge or skill?
Aspect 1: Utilize more tactile opportunities to create a more visual, tactile Create simple hands-on tools to assist understanding. seek advice of mentor and
learning environment. peer teachers to broaden view of subject

Aspect 2: Develop objectives that reach the higher levels of Blooms to widen Attend workshops on instructional practice enhancement, seek advice from
the learning capabilities of the students. Increase the application to everyday life mentor and peer teachers. Attend STEAM workshops to broaden my technology
of the key concepts of the unit. use.

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 REFERENCES
Building Report Card. Kansas Department of Education. 2016 KDSE.
http://ksreportcard.ksde.org/geolocation.aspx?lat=37.5111596&lon=-94.8380215&rad=5

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APPENDIX A Building is on left, District on the right

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APPENDIX B

Teacher: Mr. Vena

Subject: Physical Science-Waves
Grade Level: Freshman
Date :4/12/17

Anticipatory Set:
Review previous day vocabulary and apply to wave properties.
Calculate wave speed, wave length and frequency using the formula v=f*
What are the parts of a transverse wave?

Core Standard:
NGSS: PS4-Waves and Their Applications in Technology for Information Transfer
PS4A: Wave Properties: What are the characteristic properties and behaviors of waves?
1. A simple wave has a repeating pattern of specific wavelength, frequency, and amplitude.
2. The wavelength and frequency of a wave are related to one another by the speed of travel of
the wave, which, for each type of wave, depends on the medium in which the wave is
traveling.

Instructional Objectives:
V. Identify the anatomy of a transverse wave.
VI. Calculate wave speed, frequency, and wavelength
VII. Define amplitude, diffraction, interference, reflection, refraction, and resonance.
IX. Review frequency, wave length, and wave speed.

Materials needed:
iPad
note sheets for chapter
calculation worksheet w/ formula sheet
calculator

Instructional Procedure:
We will be continuing with the notes and power-point from yesterday. The last portion of this power-point will
cover wave properties and how they interact with medium when they pass through it. We will be applying the
following terms we learned yesterday to how we see our world, the terms are as follows:
Reflection, refraction, diffraction, interference, amplitude, frequency, and resonance.
For example, diffraction is how we see fish in the water and miss when we grab for it or try to hit it with an
arrow. This is because the water bends the image to our eyes.
At end the hour we will watch Bill Nye the Science Guys video Waves.
Tomorrow we will have a quiz over the power-point at the beginning of the hour.

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Independent Practice:
The students will be given a worksheet of wavelength, frequency, and wave speed to work on their own after I
model the process for them. They will have time to work these problems before the end of class and turn in
before leaving.

Assessment:
I will grade the formal assessment to ensure the students have obtained the necessary skills to complete the
objectives presented to them. I will informally check for understanding with some key questions highlighted in
the power-point.

Check for Understanding (End of class):

Where do we see reflections most of the time?
Why does the medium light travel through change its direction?
Can interference be constructive?
How are frequency and wavelength related?
What is amplitude

Teacher: Mr. Vena

Subject: Physical Science-Waves
Grade Level: Freshman
Date :4/17/17

Anticipatory Set:
Identify the source of electromagnetic radiation.
Discuss the applications of electromagnetic radiation to our daily lives.
Identify the placement on known electromagnetic waves on the electromagnetic spectrum by wavelength.
Core Standard:
NGSS: PS4-Waves and Their Applications in Technology for Information Transfer
PS4B: ELECTROMAGNETIC RADIATION
1. What is light?
2. How can one explain the varied effects that involve light?
3. What other forms of electromagnetic radiation are there?

Instructional Objectives:
VIII- Identify Electromagnetic waves and their properties
IX- Review frequency, wavelength, and wave speed
X-Interpret the electromagnetic spectrum

Materials needed:
iPad
note sheets for chapter
vocabulary sheet for new unit

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Instructional Procedure:
Today we will be discussing electromagnetic radiation. What causes electromagnetic radiation? We will look at
different waves in the spectrum and compare the wavelengths at which they travel. We will begin with radio
waves. We are going to apply the electromagnetic waves to our daily lives and how they make life easier, what
machines utilize electromagnetic waves do we use? Waves can travel further and longer in longer wavelengths
than shorter faster waves. We start at radio waves with the low frequency and we will end with the high
frequency x rays and gamma rays and everything in between. What does the visible light spectrum have to have
to do with electromagnetic radiation? What harmful electromagnetic waves are we protected from by the ozone
layer? Tomorrow we will finish the chapter talking about radio waves, communication uses of radio waves, and
medical uses of electromagnetic waves, including a superheroes origin.

Independent Practice:
Students will be provided with key vocabulary words for the chapter, they will have time to work on at the end
of class due tomorrow at the beginning of class.

Assessment:
I will informally assess the students understanding while they are working on the vocabulary sheet. I will ask
for definitions of words we covered in class and check for prior knowledge of those we did not cover in class. I
will check for understanding by asking closing questions about the material just covered.

Check for Understanding (End of class):

What causes electromagnetic radiation?
How do frequency and wavelength when one or the other changes?
How are particles and waves related?
What low frequency waves are used in cooking our food?
What electromagnetic waves are used in the medical field?
What does ROYGBIV refer to in relevance to the electromagnetic wave spectrum?

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APPENDIX C
Pre-test assessment

Informal assessment

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Formal assessment

Answer key1. Reflection, 2. Wavelength, 3. True, 4. Refraction, 6. False

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Summative Assessment

Answer Key
1

12 t 20,00
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 0 Hz
341
2 c 13 t 24 m/s
3 b 14 t 25 3m
4 d 15 t 26 c
5 a 16 f 27 a
6 h 17 d 28 a
7 e 18 b 29 a
light travels faster than
8 f 19 f 30 sound
1500 the ozone
9 m/s 20 c 31 layer
10 8 Hz 21 e 32 a
11 17 m 22 a 33 a

bonus

1 mri x-ray
Post
assessment 2 visible light
3 gamma ray
4 microwave
5 am

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Pittsburg State University Teacher Work Sample 27