Chaviano

Work Sample – Life Cycles

During this unit, students kept an observation journal to document the metamorphosis of an insect life
cycle. The first observation was modeled (not shown), and on subsequent days, students completed this
assignment independently after the class observed and discussed together and created word wall terms
to use as a tool. In this particular work sample the student lacked some of the elements that were
required for the journal. Although I modeled using scientist observation eyes and recording detailed
information, this student did not use sufficient vocabulary (such as larva, pupa, metamorphosis, etc.)
learned in the unit, use detailed descriptions including size, color, texture, etc. as done in a scientific
observation and use color in illustrations. The student did meet the objective of “observing and
describing the life cycle of an insect” in minimal terms and was able to explain verbally the life cycle
process (also demonstrated in other work/assessment samples), but did not gain experience from which
to build in recording observations.

To improve on this lesson, I would better scaffold the assignment by setting more clear expectations and
tools within the journal itself to help students know what exactly to do. These are some of the changes I
plan to incorporate:

1. Include a word bank on the page for students to be able to choose appropriate words and have
access to correct spelling.
2. Include charts or fill in blank spaces to answer questions to include specific information that
they must record such as size, color, texture, appearance, and then writing space to describe
what they observe and changes.
3. Include space for students to record the date and day count (which were inconsistent in this
sample).

These changes to the recording sheet should better help students understand the expectations of the
assignment as well as reinforce the vocabulary words they should be acquiring and applying.
Additionally, it will prepare them for making better scientific observations as they proceed through
higher grade levels.

This particular student is a student with autism, but has been dismissed from special education services.
He continues to benefit from strategies to improve written communication such and clearly
communicated expectations. These strategies benefit students such as himself, other students with
different disabilities or language deficiencies, as well as typical and high performing students.

Work samples attached below: