Rebecca Heston: Environmental Educator

Rebecca Heston
environmental educator
GOALS
Educational goals 1
QUALIFICATIONS
Credentials Courses Taken Professional Activities Achievements Advising & Subjects Taught 2 3 6 7 8
TEACHING EXPERIENCES TABLE OF CONTENTS

Science Unit: Outline (Grade 4) Science Unit: First Sample Consecutive Lesson Science Unit: Second Sample Consecutive Lesson Science Unit: Third Sample Consecutive Lesson Science Unit: Student Work Science Unit: Supplements Reading Lesson, Second Grade Block Lesson Plan: Weekly Parent Communication Fourth Grade Meetings Resource Teaching: Sample Lessons Resource Teaching Supplements Lake Clark National Park Research Assistant Training Approach to Tutoring 10 16 19 22 25 27 29 32 34 35 36 38 39 40
PROFESSIONAL REVIEWS
Supervisor Feedback Student Feedback Recommendation Letter 41 44 45
CONTACT INFORMATION
Contact Information 46
Rebecca Heston
environmental educator IT IS MY GOAL TO:
Connect curriculum to environmental research Develop & teach service learning classes
EDUCATIONAL GOALS This is an infographic of my goals in relation to teaching. The graphic was designed to mimic an ecologicalor carbonfootprint activity in which students represent their climate change impact in the world as parts of a footprint. I like to think of my goals as representing my own future impact on teaching and, by extension, a portion of the world. I have divided the circles into four sections of goals (see key), with the size of each circle approximating that goalss importance to me; larger circles represent more important goals.
Relate instruction to studentrelevant challenges Employ frequent assessment to identify student needs Hike the Appalachian Trail Collaborate often with faculty & staff Engage & educate student families Provide beneficial rewards such as healthy snacks Maintain a virtual portfolio for peer feedback Identify my own learning gaps by frequent testing Attend regular seminars and conferences, as well as present at both on a regular basis by 2015
Find and employ case study examples Publish a novel and other fictional works Raise a search-and-rescue dog, apiary, and goats Integrate subjects in order to minimize curricula cuts Foster a lifelong connection with the National Park Service Take classes of personal interest in order to develop holistically Personally maintain a healthy lifestyle, to promote my own flexibility and attention Understand pop culture Ensure instruction is developmentally appropriate and supported by research when possible Conduct publishable research in both education and natural sciences on a regular basis. Pursue continued professional development by attending classes and acquiring a doctoral degree Reflect on my own teaching in an intensive manner by pursuing national board certification
Goals Portfolio Page 1
Teaching Method Goals
Relevant Personal Goals
Student Management Goals
Professional Development Goals
Rebecca Heston
CREDENTIALS:
Pennsylvania Level I Instructional Certificate: K-6 June 2009-June 2015 California Elementary (Multiple Subject) Teaching Credential pending
DEGREES:
CREDENTIALS
MAEd: Natural Sciences & Environmental Education Hamline University, St. Paul, MN May 2011 BA: Elementary Education Wilson College, Chambersburg, PA May 2009
CERTIFICATIONS:
American Red Cross: Adult/Infant/Child First Aid/CPR/AED June 2012 American Red Cross: Intro to Disaster Services Aug. 2007 American Red Cross: Shelter Operations Aug. 2007 American Red Cross: Client Casework Aug. 2007 American Red Cross: Mass Care Aug. 2007
Qualifications Portfolio Page 2
*It is my goal to obtain Wilderness First Responder certification within the next few months. However, in order to maintain flexibility for employment, I have postponed this 5-10 day trip until a more convenient time.
Rebecca Heston
environmental educator UNIVERSITY OF CALIFORNIA BERKELEY
Fall 2011 CHEM 1A: EPS C180: GEOG 200A: GEOG 295: GEOG 298: GEOG 299: COURSES TAKEN Grades for individual courses listed here have been of a passing grade or higher. Official transcripts available upon request.
General Chemistry Air Pollution Geographic Thought Geography Colloquium Intro to GIS Indiv. Research: Biogeochemistry
3 units 3 units 4 units 1 unit 1 unit 4 units
Cumulative GPA: 3.45/4.0 13.0 Semester Hours

HAMLINE UNIVERSITY
Saint Paul, MN Spring 2011 NSEE 8495 NSEE 8495 SCED 6133 Summer 2011 NSEE 8495 NSEE 8495 SCED 6133 SCED 6162 Fall 2010 NSEE 8000 NSEE 8100 NSEE 8200 NSEE 8490 Spring 2010 ARED 6039 ENED 7635 SCED 6018 SCED 6105 SCED 6149 SCED 6158 Fall 2009 ESL 7052 NSEE 8010 NSEE 8300 AMNH*: Climate Change (online) AMNH: Earth Systems (online) AMNH: Evolution (online) 3 units 3 units 3 units
Intro to Research (online) Capstone Cats in the Wild Uncovering the Oceans
2 units 4 units 1 unit 1 unit 3 units 2 units 3 units 2 units
Environment & Society Teaching & Learning in the Env. Ecological Systems: Biomes (trip) Field-Based Research (online)
Math Based Art Nature Drawing & Journaling Bats: Creatures of the Night AMNH*: Genetics/Genethics Phenology Identifying MN Trees & Shrubs
1 unit 1 unit 1 unit 3 units 2 units 1 unit
Language & Society (online) History of the Environment Environmental Footprints
4 units 3 units 2 units
*AMNH: American Museum of Natural History, New York
Cumulative GPA: 4.0/4.0 36 Semester Hours
Rebecca Heston
WILSON COLLEGE
Chambersburg, PA Spring 2009 EDU 320 EDU 326 Fall 2008 EDU 217 EDU 228 ENG 236 ENV 203 PE 137 Spring 2008 EDU 216 EDU 218 EDU 240 PSY 210 RLS 207 Fall 2007 DNC 170 EDU 208 EDU 219 EDU 226 HIS 124 Spring 2007 SOC 120 DNC 170 EDU 205 EDU 215 RLS 108 Practicum Seminar: Elementary Student Teaching Practicum 1 credit* 3 credits
COURSES TAKEN continued Grades for individual courses listed here have been of a passing grade or higher. Official transcripts available upon request.
Science & Health in El. Ed. Pre-Practicum British Literature: 1200-1700 Science, Tech., & Society Self-Defense
1 credit 1 credit 1 credit 1 credit 0.25 credits
Soc. Studies & Geography: Elem. Reading & Language Arts: Elem. Technology for Teachers Womens Sexuality Private Values & Public Policy
1 credit 1 credit 1 credit 1 credit 1 credit
1 credit Beginning Ballet Teaching Childrens Literature: Elem. 1 credit 1 credit Math & Computers: Elem. 0.5 credits Teaching Phys. Edu.: Elem. 1 credit American History to 1865 1 credit 1 credit 1 credit 1 credit 1 credit
Intro to Sociology Beginning Ballroom Dance Child Growth & Development Managing the Inclusive Classroom Religions of the World
Fall 2006 CHM 103 EDU 206 LAT 204 PSY 115
Fundamentals of General Chem. Educational Psychology Augustan Poetry Understanding Statistics
1 credit 1 credit 1 credit 1 credit
Rebecca Heston
WILSON COLLEGE
Chambersburg, PA Spring 2006 ECO 102 EDU 201 ESS 224 FA 115 LAT 102 MAT 110 Fall 2005 CS 110 ENG 180 FYS 100 LAT 101 PSY 100 Intro to Microeconomics Foundations of American Edu. Fitness for Life Art Appreciation Elementary Latin II Elementary Functions 11credit credit 11credit credit 0.5 credits 11credit credit 11credit credit 11credit credit 11credit credit 11credit credit 11credit credit 11credit credit 11credit credit
COURSES TAKEN continued Grades for individual courses listed here have been of a passing grade or higher. Official transcripts available upon request.
Intro to Computer Based Systems Writing & Literature Seminar: Philosophy Elementary Latin I Intro to Psychology
Cumulative GPA: 3.97/4.0 124 Semester Hours
ADDITIONAL COURSES
Critical Incident Stress Management: Group Crisis Intervention, International Critical Stress Incident Foundation, PA division Feb. 16-17, 2007
* 1 credit = 3.33 semester hours at Wilson College
Rebecca Heston
environmental educator MEMBERSHIPS
PROFESSIONAL ACTIVITIES
Association of National Park Rangers

Associate member: June 2012 present
Association of American Geographers

member: Aug.. 2011 present
Association of Field Ornithologists

member: Jan. 2011 - Jan. 2012
American Ornithologists Union

member: Jan. 2011 - Jan. 2012
Animal Behavior Society

member: Nov. 2010 - Oct. 2011
The Pennsylvania State Education Society

member: Jan. 2009 - Aug. 2009
Students Proposing Real Options for Underutilized Territory

member: 2009 2010
Wilson College Committee on Service Learning

student representative: 2005 - 2006
VOLUNTEER POSITIONS
Teaching Aide: King Street Elementary, Chambersburg, PA

Sept. - Dec. 2006 (now: Andrew Buchanan Elementary)
Facilitated education of urban 2nd grade students from low socioeconomic backgrounds
Team Leader: DIberville Volunteer Foundation, DIberville, MS

Dec. 19 - 29, 2006
Planned and coordinated holiday trip to volunteer village Raised over $500 for trip expenses by seeking donations via press Supervised 9 college volunteers in Hurricane Katrina relief work, conducting drywall and animal husbandry relief
Disaster Assistance Team Member: American Red Cross, Franklin County Chapter
Sept. 2007 - May 2009
Co-managed two emergency shelter situations Represented student body and local Red Cross Chapter in redevelopment of the Wilson College crisis response plan Designed and facilitated a college-wide emergency drill
Board Member: American Red Cross, Franklin County Chapter

Nov. 2007 - May 2009 Qualifications Portfolio Page 6
Attended monthly meetings as a voting board member Assisted in fundraising campaign development to raise over $50,000 toward annual costs during an audited year
Rebecca Heston
environmental educator AWARDS
ACHIEVEMENTS
Regents Intern Fellowship, UC Berkeley

for exceptional promise of a career in teaching and research
2011-2012 2011 2009 2009 2008 2008 2007-2008 2006-2007 2006 2005-2009
Think Globally, Teach Locally Award, Hamline University

for case study curriculum connecting students to National Park Research
Graduated Summa Cum Laude, Wilson College Ann Meikle Eriksson Prize, Wilson College
for highest senior grade point average
Recognition of Volunteer Service

American Red Cross, Franklin County Chapter
Whos Who Among Students: Wilson College Recognition Eleanor Stuart Fulton Scholarship
for academic merit and interest in sustainability
Alumnae Assistance Scholarship, Wilson College The Robert Shannon McElwain Prize, Wilson College
for excellence in mathematics
Phoenix Merit Scholarship, Wilson College

for maintaining a GPA of 3.75 or higher
PRESENTATIONS
Association of American Colleges and Universities: 2007 Annual Meeting collaborator: Preparing Women for Public Policy Leadership Through Service Learning Partnerships Wilson College Sustainability Conference, 2006 co-presenter: Biodiesel Fuel Production Led a public workshop on biodiesel production with 5 other students. Created 50 gallons of fuel during the interactive demonstration while addressing the creation of, safety protocols for, and quality analysis of the method.
Organized an interdepartmental committee to fund a book signing and lecture by Holocaust survivor Leo Bretholz, 2006
ACADEMIC RESEARCH
Heston, Rebecca. (2011). Biodiversity of Wintering Seabirds and Coastal Waterfowl at Lake Clark National Park. Masters Thesis. Hamline University Libraries.
Rebecca Heston
SECONDARY ADVISOR: HAMLINE MAED CAPSTONE
One Student: Age 26 Assisting in: educational research design Assisting in: Editing in APA 5th edition format Assisting in: Task Management Skills
TRACE GAS BIOGEOCHEMISTRY LAB, UC BERKELEY
2011 Present 13 Months, PT*
2011 2012 5 Months, PT Students: Age 21-22 Gas chromatograph, mass spectrometer operation Methyl halide salt probe operation (electrochemistry) Safety procedures for laboratory and cryogenics General research procedures including lab book documentation ADVISING & SUBJECTS TAUGHT These are subjects that I have explicitly taught to various audiences. These subjects do not include curricula development.
LAKE CLARK NATIONAL PARK RESEARCH ASSISTANTS
2011 Students: Age 23 3 Months, PT Identification of over 40 avian species Identification of 5+ large mammal species Standard aerial transect & documentation techniques
RESOURCE TEACHING
2010 2011 Rice Creek Watershed District, MN 6 Months, PT Students: Grades 1-5 Blizzards: Science, state history, & safety Chocolate Geography: Science, history, culture, & botany Weather: Instruments, identification, & safety Arctic Animals: Natural science, culture, art, & weather Study Habits: Mnemonics & organization skills 2009 MOWREY ELEMENTARY 5 Months, FT** Waynesboro, PA Students: 4th Grade Mathematics: Geometry Science: Electrical Circuits Pennsylvania State History Reading: Small Group & Whole Group Spelling, Literacy, & Writing LURGAN ELEMENTARY Lurgan, PA Students: 2nd Grade Vocabulary Reading 2008 4 Months, FT
Teaching Experiences Portfolio Page 8
*PT: Part Time **FT: Full Time
Rebecca Heston
environmental educator THE BEST EDUCATIONAL CENTER
Chinatown, San Francisco, CA Students: Ages 8-17 English Grammar English Composition
CAMP TWEEDALE
2009 2 Months, FT
SUBJECTS TAUGHT continued These are subjects that I have explicitly taught to various audiences.
Oxford, PA Campers: Ages 7-17 Archery Backpacking Canoeing Field games Fire-starting Journalism Outdoor cooking Star gazing Survival skills Teambuilding Tent usage & maintenance Wildlife identification and natural history Instruction of Staff: Ages 21-42 Camp policies Camp songs Conflict resolution Girl Scouts of America badge policies Fire-starting & Outdoor cooking Icebreakers Schedule creation & maintenance Time management skills Transition activities for campers
SUMMER ENRICHMENT AND EXPLORATION DAY SCHOOL
2007 - 2008 6 Months, FT
Chambersburg, PA Instruction of Campers: Ages 8-11 Green Energy, esp. solar and wind power
WILSON COLLEGE CHILDCARE CENTER
2006 2 Months, PT
Chambersburg, PA Instruction of Preschoolers: Ages 18-months to 5 years Alphabet Colors Good Behaviors Introduction to Nature & Animals Words & Reading
2005 - 2007 16 Months, PT
Rebecca Heston
Unit Theme: Science and Technology for Children Electricity

Number of Lessons: 12 distinct lessons Length of Lessons: 45-50 minutes Unit Timeframe: March 9-April 16 (21 days) PA State Standards: 1.) 3.2.4.A: Identify and use the nature of scientific and technological knowledge. 2.) 3.2.4.D: Recognize and use the technological design process to solve problems. 3.) 3.4.4.B: Know basic energy types, sources, and conversions. 4.) 3.7.4.A: Explore the use of basic tools, simple materials, and techniques to safely solve problems. Skills/Concepts: 1.) Scientific-Reasoning Skills a. Observing and identifying properties b. Recognizing patterns and cycles while seeking evidence c. Identifying cause and effect d. Designing and conducting controlled experiments 2.) Electricity Concepts a. A Complete circuit is required to illuminate a lightbulb. b. A complete circuit can be constructed in more than one way using the same materials. c. Different types of materials and devices in electric circuits perform different functions. d. Different electric circuits show different characteristics. e. Electricity can produce heat, light, and magnetism. f. A switch can be used to complete or interrupt a circuit. g. Different strategies can be used to troubleshoot circuits h. Electric circuits are used to design and build useful devices. 3.) Electricity-Related Skills a. Wire a simple electric circuit b. Predicting, observing, describing, and recording results of experiments with electricity. c. Draw conclusions about circuits form the results of experiments. d. Build and use a circuit tester and switch e. Use symbols to represent the different parts of an electric circuit. f. Apply information discovered to design and build a flashlight and to design and wire a model cardboard house.
SCIENCE UNIT: OUTLINE This unit used existing material to deliver science kit instruction to a 4th grade formal classroom. I used this unit during my student teaching in 2009. Formatting aligned with Wilson College unit plan expectations. When teaching, I generally use shorter, block unit outlines/ lesson plans that allow me to glance quickly at goals during a lesson and not compromise classroom management. These shorter descriptions will usually consist of keywords and ideas. See my Resource Teaching lessons for examples (pp. 3233)
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Questions to be Answered in Unit: 1.) What do I know about electricity? 2.) What can electricity do? 3.) What other ways can I use to light a lightbulb? 4.) What is inside a lightbulb? 5.) What are the parts of a circuit? SCIENCE UNIT: OUTLINE continued This unit used existing material to deliver science kit instruction to a 4th grade formal classroom. I used this unit during my student teaching in 2009. Formatting aligned with Wilson College unit plan expectations. 6.) Whats wrong with a circuit? 7.) What are conductors and insulators? 8.) What does a filament do? 9.) How can I find hidden circuits? 10.) What is the secret language used by electricians? 11.) What are series and parallel circuits? 12.) How can I build a switch? 13.) How can I build a flashlight? 14.) What is the function of a diode? 15.) How can I wire a house? Unit Vocabulary: 1.) Bulb Socket: A lightbulb holder that connects the bulb to two wires. 2.) Bulb: A glass container that holds a filament and can provide heat, light, and magnetism. 3.) Cell Holder: A type of holder that holds a battery while connecting it to two wires. 4.) Cell: A battery. 5.) Circuit Diagram: A drawing that uses symbols to show how the parts of an electric circuit are connected. 6.) Circuit Tester: A device used to indicate a closed path across two points in a circuit. If the path between the two points tested is closed, the bulb of the circuit tester will light. 7.) Circuit: A system that connects electrical devices so that they will operate.
8.) Closed Circuit: A complete circuit in which a lightbulb can be lit by the electricity from a battery.
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Unit Vocabulary (Contd...): 9.) Conductor: A material through which an electric current can pass. 10.) Electricity: Energy made available by the flow of electric charge through a conductor. SCIENCE UNIT: OUTLINE continued This unit used existing material to deliver science kit instruction to a 4th grade formal classroom. I used this unit during my student teaching in 2009. Formatting aligned with Wilson College unit plan expectations. 11.) Fahnestock Clip: A type of connection using a spring that clamps onto a connecting wire. 12.) Filament: A fine wire that becomes hot and produces light when an electric current passes through it. 13.) Insulator: A material through which an electric current will not pass. 14.) Nichrome Wire: Wire made of nickel and chromium. 15.) Open Circuit: An incomplete circuit in which the energy from a cell will not light a lightbulb. 16.) Parallel Circuit: An electric circuit in which the components are connected so that the current can follow more than one closed path. 17.) Series Circuit: An electric circuit in which the components are in a single path so that the current has only one closed path to follow. 18.) Short Circuit: A path of low resistance made between two points in an electric circuit where the resistance is normally much higher. 19.) Switch: A device used to turn the electrical current in a circuit on or off. 20.) Troubleshooting: To attempt solutions in order to solve a problem. 21.) Wire: A metal strand used to connect electrical devices in a circuit.
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Unit Resources: SCIENCE UNIT: OUTLINE continued This unit used existing material to deliver science kit instruction to a 4th grade formal classroom. I used this unit during my student teaching in 2009. Formatting aligned with Wilson College unit plan expectations. Some of these materials provided in the educational kits were faulty, leading to students having difficulty in isolating factors of influence during certain activities. My teaching team and I decided to use this opportunity to discuss the nature of variables and have student partners check with other partners for results. Although it added some steps, this did not appear to affect student scores in any way. STC kits include the following materials: 1.) 3 x 5 index cards (100 qty.) 2.) Battery holders (30 qty.) 3.) Brass paper fastener washers (100 qty.) 4.) Bulb sockets (30 qty.) 5.) D-cell batteries (60 qty.) 6.) Fahnestock clips (200 qty.) 7.) Faulty no. 48 miniature bulb (1 qty.) 8.) 60 watt household bulb, clear glass (2 qty.) 9.) Labels (30 qty.) 10.) Magnetic Compasses (30 qty.) 11.) Modeling Clay (1/4 lb.) 12.) No. 3 brass paper fasteners (100 qty.) 13.) No. 48 miniature bulbs (30 qty.) 14.) Bags-O-Stuff (15 qty.) a. Each bag includes 1 each of: i. Golf tee ii. 1 inch straw iii. Brass screw iv. Paperclip v. 1 inch square: plastic screening vi. 1 inch piece of chalk vii. Wooden pencil stub viii. Brass paper fastener ix. Wire nail x. Aluminum nail xi. Marble xii. 1 inch piece of pipe cleaner xiii. 1 inch copper wire xiv. 1 inch aluminum wire 15.) Needle nose pliers (1 qty.) 16.) Paperclips (100 qty.) 17.) Roll of #22 coated hook-up wire (100 ft) 18.) Roll of #32 nichrome wire (15 feet) 19.) Roll of 1 inch masking tape (36 yd) 20.) Roll of inch masking tape (36 yd) 21.) Screwdrivers (2 qty.) 22.) Simple diodes (15 qty.) 23.) Storage or hidden circuit box (742 qty.) 24.) Wire cutter (1 qty.) 25.) Wire stripper (1 qty.)
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SCIENCE UNIT: OUTLINE continued This unit used existing material to deliver science kit instruction to a 4th grade formal classroom. I used this unit during my student teaching in 2009. Formatting aligned with Wilson College unit plan expectations. These lesson plans were directly provided by the science kit curricula. However, my teaching team and I did add some additional demonstrations, activities, and discussions to complement the provided curriculum. For example, in Lesson 2, we demonstrated the setup with 3 different types of battery to apply student notions of electricity and promote critical thinking prior to subsequent lessons on voltage.
Unit Projects/Activities: Lesson 1: Create a Prior Knowledge chart about electricity. Lesson 2: Use a bulb, two connecting wires, and a D-cell battery to light a lightbulb. Lesson 3: Complete Activity Sheet 1 to discover different ways in which to light a lightbulb with the same materials as those in Lesson 2. Lesson 4: Light a standard lightbulb with D-cell batteries. Lesson 5: Build a circuit with a cell holder and bulb socket. Lesson 6: Create a circuit tester and troubleshoot a broken circuit. Lesson 7: Test assorted materials and label them as conductors or insulators. Lesson 8: Create a filament using nichrome wire. Lesson 9: Use a circuit tester to find hidden circuits in a box. Lesson 10: Learn about electrician symbols and apply them by drawing a complete circuit. Lesson 11: Create series and parallel circuits. Examine the differences and similarities of both through a Venn Diagram. Lesson 12: Create a switch using two brass fasteners, two fahnestock clips, an index card, a paperclip, and existing circuit supplies. Lesson 13: Build a flashlight with a cardboard box and the supplies from Lesson 12. Lesson 14: Place a diode in a circuit and apply knowledge of electrical circuits to figure out the purpose of a diode. Lessons 15 and 16: Plan, then build a model of a house with electrical circuit wiring.
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Culminating Activity: In lessons 15 and 16, students will apply electrical circuit skills to plan and construct a model house with electrical wiring. Students must submit a drawn plan and include at least one switch in their model. A final written assessment will then test students knowledge of electrical concepts.
SCIENCE UNIT: OUTLINE continued This unit used existing material to deliver science kit instruction to a 4th grade formal classroom. I used this unit during my student teaching in 2009. Formatting aligned with Wilson College unit plan expectations.
Assessment of Students: Informal Assessment: Ongoing. Observe students in the creation of their lesson assignments. Also, observe students journaling entries (during writing) and answers to the review questions given at the start of class. Formal Assessment: 1.) Creation of a Prior Knowledge chart (Lesson 1) 2.) Prediction Activity Sheet 2 (Lesson 5) 3.) Evaluation Activity Sheet, quiz (Lesson 10) 4.) Creation of a working house model with wiring and usage of a switch (Lessons 15 & 16) 5.) Evaluation Activity Sheet, final assessment (Lesson 17) a. Tactical Evaluation: Create a complete circuit 6.) Collection and grading of Student Journals from electricity unit (Lesson 17)
Were I to repeat this lesson, I would include a more detailed review of the lessons success, including examples and specific scores. I have come to realize, over several years, the need for indepth reflection following teaching, in addition to during teaching.
Assessment of Unit: Student Teacher: I feel this unit went well; students received good unit grades and responded well to electrical questions on the science PSSA tests. Students had the opportunity to be highly engaged in active learning, which they seemed to enjoy. I do feel that the STC kits were somewhat lacking in quality and organization nearly every lesson included troubleshooting flexibility. I do feel that students progressed in scientific knowledge after completion of this unit, evidenced by grades. Cooperating Teacher: This unit allowed for a variety of engaging activities as students first learned the basic properties of electrical circuits, and then built on these aspects through further experimentation. In addition, several assessments were conducted to monitor student understanding. A pre-assessment was completed through a prior knowledge activity as well as individual post-test. Likewise, a performance based assessment was included as a large part of testing.
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Science and Technology for Children Lesson 6: Troubleshooting a Broken Circuit Mrs. Bumbaugh, Grade 4 Science period: 10:00am-10:50am March 9, 2009 Purpose of Lesson: 1. To introduce students to the concept of troubleshooting. 2. To apply student knowledge of complete circuits. 3. To provide practice for recording scientific observations. Student Objectives: 1. Students will create a class list of troubleshooting problems and solutions. 2. Students will correctly identify and solve an incomplete circuit. 3. Students will practice recording observations and relevant information in science journals. State Standards: 1. 3.2.4.A: Identify and use the nature of scientific and technological knowledge (i.e. provide clear explanations that account for observations and results). 2. 3.2.4.C: Recognize and use the elements of scientific inquiry to solve problems. 3. 3.4.4.B: Know basic energy types, sources, and conversions (i.e. classify materials as conductors and insulators). Materials Needed: 1. Overhead projector 2. Blank transparency 3. Overhead markers 4. 1 incomplete circuit a. 1 cell/battery b. 1 blown lightbulb (or 1 dead battery and functional lightbulb) c. 2 connecting wires d. 1 cell holder e. 1 bulb socket 5. Science journals for each student Anticipatory Set: 1. Students should come into the classroom and get their journals out. 2. Display the title of todays journaling section (Whats Wrong with the Circuit?) and then the question of the day (Whats wrong with the circuit?).
SCIENCE UNIT: FIRST SAMPLE CONSECUTIVE LESSON I developed this lesson plan according to Wilson College lesson plan formatting, which is longer than my usual format. The anticipatory set was derived from provided kit curricula.
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SCIENCE UNIT: FIRST SAMPLE CONSECUTIVE LESSON continued My favorite part of this lesson was the closure, in which students provided several examples of troubleshooting they have witnessed in their homes. I led the class in a brief discussion about why these tricks may have worked. For example, one student had watched his father place aluminum foil in a malfunctioning flashlight (placing an additional conductor to complete the circuit). The students were excited to explain their previous experiences, both in this lesson and in the following lesson addressing conductors.
Lesson 6 Procedures: 1. Review with students the definition of a complete circuit. 2. Have students recall previous problems they have experienced while building a complete circuit. 3. Explain the days lesson and then begin creation of a class list of possible reasons why a broken circuit will not light. Examples: a. Dead battery b. Blown lightbulb c. Loose wires d. Lightbulb not screwed into bulb socket all the way e. Fahnestock clips not bent properly to hold wires f. Cell holder is bent and not connecting to both sides of the battery 4. After completion of the list, have students test each possible problem on the list. They should come up with ways to see if this was the problem (i.e. not replacing all materials at once) and how to fix each problem (i.e. a dead battery could be checked by connecting one circuit to another or replacing said battery). 5. Students should make a troubleshooting list of problems and solutions in their journals. 6. If there is extra time, students may create faulty circuits and test each other at troubleshooting. Closure: Ask students for examples of troubleshooting beyond the classroom (i.e. if the lights go out in a house, if a flashlight wont work, etc.). Reinforcement Activity: Students will use knowledge of troubleshooting to complete new kinds of circuits throughout the science unit. Troubleshooting will be reviewed on several days and tested on the final, formal assessment. Student Evaluation: Students will be considered successful if they record all questions, create a complete troubleshooting list, and describe uses of troubleshooting beyond the classroom with minimal behavioral warnings (i.e. all students able to participate in class discussion and experiments are carried out with no hazardous behavior illustrated). Lesson Evaluation: This lesson will be considered successful if a majority of students complete the assigned journaling and participate in class discussion. Lesson should also fit within the allotted timeframe.
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SCIENCE UNIT: FIRST SAMPLE CONSECUTIVE LESSON continued Student S was a special needs student diagnosed as EMR (educable mentally retarded). This student was at a developmental level approximately two years behind average-scoring students of similar age. Student S was cooperative in the classroom and did not have an individual teaching aide.
Lesson 6 Adaptations: 1. Students may chit chat more than is allowed during regular classes (due to increased PSSA preparations in these other classes), so long as classroom management can be maintained. 2. If Student S is present (mainstreaming student), Mrs. Bumbaugh or the students partner may need to spell words for Student S to copy into her journal. Provide overheads for her to look off when other students are finished copying. a. Student S may also need assistance with locational directions (i.e. what goes where). Provide examples to all directions and charts. Contingency Plans: 1. If overhead is not functioning, write title, question, and list on chalkboard. If the broken circuit can not be lit, use this as a mini-lesson about variables and how it may be difficult to identify two problems at the same time.
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Science and Technology for Children Lesson 7: Conductors and Insulators Mrs. Bumbaugh, Grade 4 Science period: 10:00am-10:50am March 11, 2009 Purpose of Lesson: 1. To introduce students to the concepts of conductors and insulators. 2. To provide practice completing electrical circuits. 3. To apply the scientific method of experimentation to reach conclusions for a question. SCIENCE UNIT: SECOND SAMPLE CONSECUTIVE LESSON This lesson had the potential for behavioral issues with students already aware of the conductor/insulator concepts. I brought several household objects in for those students finishing early to test. Most of these students became occupied with testing shoes and buttons on their clothing. Student Objectives: 1. Students will use circuit testers to test the conductivity of assorted objects. 2. Students will conclude why certain objects complete an electric circuit while others do not. 3. Students will record questions, results, conclusions, and vocabulary in science journals. State Standards: 1. 3.2.4.A: Identify and use the nature of scientific and technological knowledge (i.e. provide clear explanations that account for observations and results). 2. 3.2.4.C: Recognize and use the elements of scientific inquiry to solve problems. 3. 3.4.4.B: Know basic energy types, sources, and conversions (i.e. classify materials as conductors and insulators). Materials Needed: 1. 1 box with supplies for each student (should already have): a. Battery b. Cell holder c. 3 wires with ends stripped d. Bulb e. Bulb socket 2. Science journal for each student (should already have) 3. Overhead projector and dry erase markers 4. Transparency: Table of Contents (provided by STC) 5. Transparency: What materials will complete the circuit? (provided by STC) 6. Blank transparency 1. One bag of mystery materials for each student (provided by STC)
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Lesson 7 Anticipatory Set:

1. Students should retrieve their boxes and be seated. 2. While keeping boxes closed, students should get out science journals and enter title of lesson on page 7 (Conductors and Insulators). Display Table of Contents overhead for copying. 3. When majority complete this, display focus question overhead for the day (what materials will complete the circuit?). Students should copy into journals. Keep journals out.
SCIENCE UNIT: SECOND SAMPLE CONSECUTIVE LESSON continued
Procedures:
1. Relate back to previous student attempts at completing the circuit (i.e. some students have tried using pencils to complete their circuits). 2. Explain that today, students will explore a list of objects that may light or not light their circuits when between the tester wires. a. If students complain that they already know, challenge them to prove it on paper (by recording test results). 3. In order to prove their assumptions, they need to make a chart. Compose a chart with the class on a blank overhead, creating the chart in steps that all students can follow along with. Display an example of each object, as students may not be familiar with them. 4. Provide a demonstration of how to test objects with tester circuits. 5. Before beginning experiment, remind students of basic safety procedures. The mystery materials should be treated with respect, and teachers in the room will not hesitate to take away improperly used materials. 6. Students should make predictions, then assemble circuits. Pass out mystery materials (1 bag per partner pair) and allow students to begin testing. 7. While students are working to test objects, remind them that both partners should be participating and answers should be recorded. 8. If some students finish early, they may test extra objects. Students testing extra objects should record these objects in their journals as well. 9. Upon completion of bagged materials (or with no less than 10 minutes left of class), regain class attention. Students should put materials away (bagged materials should be returned at end of class). Those who are not finished testing may quietly continue or finish after another lesson. Keep journals out.
10. Class discussion: which materials lighted and which did not? What did
the lighting materials have in common? Draw conclusions and write them under the chart in their journals. Lighting materials are conductors. Those that did not light are insulators (like an insulated jacket keeps out cold, insulator materials keep out electricity). Display these two words and their definitions on blank transparency for students to copy into their word banks.
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Closure: As students finish copying word bank words, ask for some ideas of other items that might be insulators or conductors. Reinforcement Activity: Students will use new knowledge of conductors and insulators to create a filament in lesson 8. Student Evaluation: Students will be considered successful if they record all questions, observations, conclusions, and vocabulary in their science journals, as well as perform described experiments with minimal behavioral warnings (i.e. all students able to conduct their own experiments and no hazardous behavior illustrated). Lesson Evaluation: This lesson will be considered successful if a majority of students complete the assigned experiment and reach appropriate conclusions. Lesson should also fit within the allotted timeframe. Adaptations: 1. Students may chit chat more than is allowed during regular classes (due to increased PSSA preparations in these other classes), so long as classroom management can be maintained. 2. If Student S is present (mainstreaming student), Mrs. Bumbaugh or the students partner may need to spell words for Student S to copy into her journal. Provide overheads for her to look off when other students are finished copying. a. Student S may also need assistance organizing her chart (what to write where), as she occasionally has difficulty with locational directions. Provide examples to all directions and charts. 3. If students are more chatty than usual or difficult to regain attention from, consider teaching vocabulary (conductors/insulators) prior to the experiment while circuit materials are still put away. Contingency Plans: 1. If overhead is not functioning, write title, question, and chart example on chalkboard. 2. If a student circuit does not light (i.e. without any mystery materials), instruct the student to troubleshoot possible reasons for malfunction; this was a previous lesson. Extra supplies for broken circuits can be retrieved from the gray box on the bookcase by the classroom door.
SCIENCE UNIT: SECOND SAMPLE CONSECUTIVE LESSON (continued) For full lesson plans, I often copied the standard procedure for student adaptations in order to have it available during teaching. These adaptations were developed in part with consultation with the school special needs expert.
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Science and Technology for Children Lesson 8: Creating a Filament Mrs. Bumbaugh, Grade 4 Science period: 10:00am-10:50am March 16, 2009 Purpose of Lesson: 1. To introduce students to the parts of a lightbulb. 2. To introduce students to the functions of a lightbulb. 3. To provide practice in scientific experimentation, as well as the recording of observations.
SCIENCE UNIT: THIRD SAMPLE CONSECUTIVE LESSON continued
Student Objectives: 1. Students will record the parts of a lightbulb for future reference. 2. Students will conduct experiments to create filaments. 3. Students will draw conclusions about the functions of a lightbulb. 4. Students will exhibit good listening skills, safe practices, and good recording of scientific observations. State Standards: 1. 3.2.4.A: Identify and use the nature of scientific and technological knowledge (i.e. provide clear explanations that account for observations and results). 2. 3.2.4.C: Recognize and use the elements of scientific inquiry to solve problems. 3. 3.4.4.B: Know basic energy types, sources, and conversions (i.e. classify materials as conductors and insulators). Materials Needed: 1. 1 circuit box per partner pair, including a. 2 standard D-cell battery b. 2 cell holders c. 3 connecting wires 2. 1 3-inch piece of nichrome wire per partner pair 3. 2 medium size chunks of modeling clay per partner pair 4. 1 compass per partner pair 5. Science journals for each student 6. Overhead projector, blank transparencies, overhead markers 7. Question of the day transparency (What does a filament do) 8. Table of Contents transparency Anticipatory Set: 1. Students should come into the classroom, retrieve science journals, get out circuit boxes, and begin recording the journaling prompts. 2. Display the title of todays journaling section (Creating a Filament) and then the question of the day (What does a filament do?).
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Lesson 8 Procedure: SCIENCE UNIT: THIRD SAMPLE CONSECUTIVE LESSON continued

1. Explain first that the days experiment will be dangerous and absolutely no exceptions will be made for discipline of misbehaviors. Any students not following directions specifically will sit out the experiment and possibly further experiments depending on the severity of the misbehavior. 2. Hold a lightbulb up in front of the class and ask students to notice different parts of the bulb. Go over parts of a bulb and have students record these in their journals. 3. Explain that students will work with their partners to create a filament, following along with class directions step-by-step. 4. Students divide into partner pairs and find a clear space in the classroom (using a desk or table). 5. Students are given two pieces of clay and extra wires if needed (some will already have three wires, and some will have two due to extra assignments for earlier finishers in a past class). Instruct students that clay should not come in contact with the metal parts of the connecting wires, or else it will break the complete circuit. 6. Students bend the two wires and use clay to stabilize their setup. Demonstrate this step. 7. Take a short bathroom break so that students may wash clay from hands. Instruct them not to touch the clay again 8. Students connect cell holders to the lower two wires extending from clay, then connect the cell holders with a third wire. Do not place batteries in cell holders yet. 9. Students receive one piece of nichrome wire per partner pair. Explain that nichrome wire is extremely thin and can cut through skin; students need to be careful handling the wire and must not wrap the wire around fingers at any time. 10. Students wrap the nichrome wire around upper two exposed wire ends extending from clay. The distance between these two connecting wire ends should be about 1 inch. 11. Review safety procedures again. The nichrome wire will become very hot, and students must not touch it or place any objects near the wire. When students show good listening skills, allow them to connect the circuit by placing batteries in cell holders. 12. Students should see the nichrome wire light up. They may smell or see small puffs of smoke (no fire). Students who do not see these signs should troubleshoot their circuits, waiting ten seconds after disconnecting their circuits before touching the nichrome wire. 13. Instruct students to place a compass near their circuit, disconnect the circuit, and then reconnect the circuit. Students should notice the compasses detect a magnetic field from the lit circuit.
This lesson was the most dangerous of this experiential unit, in that students encountered two potential dangers (i.e. cuts or burns from the nichrome wire). I did encounter one partner pair assembling their circuits before completing safety checks and asked these students to only observe for the rest of this lesson. I then led a brief 2-minute discussion with the class addressing the importance of following directions to avoid negative consequences, both as established by teachers and as natural effects. The students responded well, and the rest of the lesson ran efficiently.
14. With ten minutes left of class, students should disassemble their circuits.
Collect nichrome wires.
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Closure: Students should record what they observed produced by the lit filament (light, heat, magnetism) in their journals SCIENCE UNIT: THIRD SAMPLE CONSECUTIVE LESSON continued Reinforcement Activity: Students will review the parts of a lightbulb throughout ongoing experimentation and will be expected to use the term filament when applicable. Students will eventually need to describe the final step of lighting a complete circuit as filament produces light. Student Evaluation: Students will be considered successful if they record all questions and successfully build a complete circuit with lit filament (exhibiting successful troubleshooting as necessary) with no behavioral warnings. Students should exhibit signs of good listening skills throughout the lesson (i.e. attention on demonstrations, directions followed, etc.). Lesson Evaluation: This lesson will be considered successful if a majority of students complete the assigned journaling and experiment while all students refrain from disruptive or dangerous behaviors. Adaptations: 1. Students may chit chat more than is allowed during regular classes (due to increased PSSA preparations in these other classes), so long as classroom management can be maintained and class quiets quickly when prompted. 2. If Student S is present (mainstreaming student), Mrs. Bumbaugh or Student Ss partner may need to spell words for her to copy into her journal. Provide overheads for her to look off when other students are finished copying. a. Student S may also need assistance with locational directions (i.e. what goes where). Provide examples. 3. Due to the potential for burns, students will not receive warnings for misbehaviors during this lesson. All misbehaviors will result in immediate consequences. Contingency Plans: 1. If overhead is not functioning, write title, question, and list on chalkboard. 2. If a students circuit is not functioning, the partner pair may attempt troubleshooting. However, if a circuit is functioning incorrectly (i.e. large amounts of smoke, fire, or any other hazardous situation), the circuit should be disconnected and materials collected; students should then be reassigned to observe another partner pair.
Because two students did exhibit a management issue during this lesson, I would amend this lesson in the future. Although advanced students have had the opportunity to apply their learning if finished early (i.e. testing other materials as conductors or insulators, etc.), the safety requirements of this particular lesson are not geared for such students. In the future, I would likely enlist the help of a classroom volunteer to check students progress at waypoints. If this were not possible, I would choose these students to assist other groups as teacher ambassadors.
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SCIENCE UNIT: STUDENT WORK
This is an example of a student chart created for Lesson 7 (see page 21). The chart was written in the students lab book of experiments, update during each science class and included in the unit grade. Not shown in this image is a key that the student drew: C = Conductor I = Insulator
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SCIENCE UNIT: STUDENT WORK continued Examples include a journal entry, preliminary house blueprint, and completed house project. These examples were all completed by different students.
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SCIENCE UNIT: SUPPLEMENTS This is the first page of the science unit cumulative written exam. For final student grades, I combined this predesigned exam with practical exams in which students were asked to create and troubleshoot a circuit. Cumulative grades for the unit consisted of these two exams, a midterm exam halfway through the unit, house project grades, and completion of a legible log book of activities.
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SCIENCE UNIT: SUPPLEMENTS continued This is the third and final page of the written exam for this science unit. The second page asked students to list safety concerns for working with electricity, as well as how to troubleshoot a faulty circuit.
4. Here are some electrical devices connected by wires and a switch. The bulb is on now. What do you think will happen when the switch is closed?
5. What do you think you learned about electricity this year?
6. What questions do you have about electricity now?
STC* / Electric Circuits
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Lesson Plan: Owl Moon Read Aloud and Activity

Purpose of Lesson: 1. To discuss the importance of observation and appreciation of surroundings. 2. To introduce students to class tradition of owl walks. Student Objectives: 1. The students will be able to demonstrate listening skills during read-aloud. 2. The students will be able to discuss the importance of observation and the concept of appreciation. 3. The students will be able to simulate their own class owl walk and observe their surroundings. 4. The students will be able to compose a one-paragraph journal entry about their walking experience, with one point and three supporting facts. Materials Needed: 1. Owl Moon, by Jane Yolen 2. journal books for all children 3. pencils for all children Anticipatory Set: Hold book behind back, out of view. Today, we have a very special book to read. Its special because were going to use it to create a new tradition in our class. Its a pretty fun one; itll help those of you who get sick of sitting in your chairs all day. But first, we of course have to read the book. Reveal back cover of book, so children can look at it while talking. Today is Read-Aloud day, so Ill be reading the book, and what will you be doing? Wait for responses and some good listening skills to be mentioned. Remark on responses in positive manner. So, keep those ideas in mind, and well find out if you like the book as much as I do. Turn book around to reveal title. Procedures: 1. Share the title of the book and the illustrator. Explain that the opening pages (title page and dedication) will be skipped (sometimes, this is okay) and can be viewed later. 2. (about 10 mins) Read aloud Owl Moon, interacting with students throughout the story. Ideas for interaction follow: a. Looking for other animals hidden on the pages. b. Acting out some of the narrative and inviting children to do the same (like holding up a hand when Pa does, or almost smiling when the girl does, or pausing at the page with the owl staring at readers).
READING LESSON, SECOND GRADE This is a sample lesson that I devised during a course on childrens literature at Wilson College in 2007. During this program, I developed a large personal collection of lesson plans to draw from across elementary grades, in order to prepare for teaching employment immediately following graduation. The lesson was designed to familiarize students with naturalist techniques for later in the school year. I believe that literature is an important tool in all grades, and can often be a tool for teaching environmental lessons when classroom resources are limited.
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READING LESSON, SECOND GRADE continued I always include time estimates in longform lesson plans for early elementary lessons. In these grades, it is easy to become involved in conversations with students (there are always more questions to answer!), at the expense of structured teaching. I explain this to my students as well, including them in classroom time management efforts when appropriate as an introduction to independent life skills.
Lesson Procedure, Continued 3. (about 10 mins) Lead discussion on observation and appreciation. Example questions: a. Have you ever gone owling? b. Have you ever done something like owling, where you go for a walk with family/friends, or where you have to be very quiet and look really hard for something? c. Have you ever found something that you appreciate? d. What does it mean to appreciate something? e. Is it important to appreciate things or be observant? f. Is it easy to appreciate things, or do you have to look for certain things? g. Can you appreciate some things more than other things? 4. (about 5 mins) Explain the concept of class owl walks: a. Once per week, students will participate in an owl walk with the teacher. They will quietly go for a walk through the classroom, hallways, playground, or maybe even off school grounds later in the school year. Everyone will be looking for something they can really appreciate,. They can point it out to others, but must remain quiet) so that the magic of the owl walk will not be broken. The thing they appreciate can be ordinary, special, related to school, or not related to school. It might be a poster on mathematics or a bunny outside. Once the walk is over, students will come back and write a one-paragraph journal entry about what they found on their owl walk, trying to capture the magic of their appreciation/inspiration. These walks will help students feel more like a community or family together, as sometimes theyll share what they liked (do you think the girl told her friends about the owl?). 5. Check for understanding about the concept of class owl walks and ask for questions. 6. (about 10 mins) Inform the children that they will next go for a trial owl walk. Remind them to be very quiet and line up (and tell them that, if they cant be quiet, they might not get the opportunity to go for owl walks, and then they would have to sit longer yuck!). Walk through accompanying hallway, pointing out small things and enforcing the quiet atmosphere. 7. (about 5 mins) Lead children back to room to write in journals (writing 3 reasons why they thought something was important). 8. After the majority of students are finished journal writing, have a small informal evaluation of the walk and ask simple questions: a. How many liked the walk? What did you like about it? b. How many did not like it? What didnt you like about it? c. Do you think we should adopt this tradition? 9. After small discussion, jump to closure.
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READING LESSON, SECOND GRADE continued I have worked in two second-grade classrooms now (see resume). For one classroom, this would have been an appropriate learning opportunity. For the other class, this type of activity would have led to numerous behavioral management issues. I address each new classroom as a new teaching experience, from which some lessons can be reused and others need to be amended or discarded. In other words, I deliver curricula that is behaviorally appropriate in addition to developmentally appropriate.
Closure: Give feedback on student evaluation (Im glad you all liked that; well do it again next week, or perhaps next week, we can see if theres a way to change our idea to something better.). Any of you can go on an owl walk anytime. I wont assign you to do so, but think about going for a short one tonight. It might make a nice break from your other homework. Offer one constructive comment and two positive comments about the class, then thank the students and dismiss the class or move on to next activity. Reinforcement Activity: Students will continue to reinforce active listening skills through classroom readings during literature time. They will practice their observational and appreciation skills by embarking on more owl walks (one per week). Journal writing skills will be reinforced by having writing prompts once daily. No formal homework will be given for this activity. Student Evaluation: Students listening skills will be considered effective if they are observed sitting in one place, being quiet or responding when prompted, and facing the reader with eyes open. Student discussion of observation and appreciation will be successful if students contribute at least two ideas per prompt, as a class effort without monopolization of discussion. The owl walk will be considered successful if students complete the walk with less than two reminders about noise and no behavioral challenges. Journal entries will be collected and reviewed by the teacher for completion. Lesson Evaluation: This lesson will be considered successful if children express enjoyment at the reading of Owl Moon and the notion of class owl walks (limiting behavioral problems in the future), if there are no behavioral challenges and only one or two reminders about noise, and if students complete their journal entries. If any of these criteria are not met, the concept of owl walks should be reviewed (can it be changed and still be an appropriate activity for this class?). Adaptations: Speak in a clear, easily heard voice for ESL student. No specific adaptations needed. Contingency Plans: 1. If book is not available, move to next lesson plan for class. If journals or writing utensils are not available for all children, have students gather into groups of four. Each student will spend one minute sharing with other students what they discovered.
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BLOCK LESSON PLAN: WEEKLY After writing longversion lesson plans for any new, detailed, or challenging lessons, I generally create weekly lesson plans similar to this example for use in full-time teaching positions, highlighting or adding notes as I amend plans. Because each school or institution can have its own lesson plan format guidelines, my training does include adapting several lessons into a variety of formats. If you would like to see an example of one of my lessons in your own format style, please contact me with this request (see page 44 for contact details).
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BLOCK LESSON PLAN: WEEKLY continued This is the afternoon version of a block weekly schedule, continued from page 33. Some useful abbreviations: SS: State Standards (Pennsylvania) PSSA: Pennsylvania System of School Assessment (standardized testing) Math Wall: A series of 5 practice problems written on a chalkboard Flex Group: Flexible grouping, or student groups arranged by skill level Guided Groups: Student groups all led by a teacher, volunteer, or aide
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PARENT COMMUNICATION This is a letter that I sent out to parents prior to beginning my student teaching position at Mowrey Elementary in 2009. This letter was included in a classroom bulletin sent to all student families. No direct contact information was given in this letter due to student teaching policies; however, standard classroom contact information was listed in the bulletin. I feel strongly about opening communication routes with student families in appropriate and helpful ways. In my ideal teaching situation, I would keep a professional blog with information for both students and family.
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MEETING ATTENDED: Fourth Grade Meeting
04/03/2009, 10:50 am 11:30 am Discussed room changes for following year

MEETING ATTENDED: Response to Intervention (RTI) Meeting
FOURTH GRADE MEETINGS I attended these meetings during the spring of 2009 while student teaching at Mowrey Elementary in Chambersburg, PA. I have included them to represent my full dedication to formal teaching, as many of these meetings were optional for a student teaching position. Due to student confidentiality, only a sample of meetings has been included in this portfolio. Some clarifications may be available upon further contact.
04/02/2009, 10:50 am 11:20 am Decided to discuss testing with a parent. Some student scores have increased while others have shown no trends.
MEETING ATTENDED: Principals Advisory Meeting
03/26/2009, 8:10 am 8:40 am Main issue: Classroom switching next year

MEETING ATTENDED: Faculty Meeting
03/20/2009, 8:10 am 8:40 am Discussed new bullying policy & Pennsylvania State Standardized Assessment (PSSA) feedback
MEETING ATTENDED: Individualized Education Plan (IEP) Meeting
03/19/2009, 8:10 am 8:40 am Discussed a new IEP with a childs full IEP team, including a primary parent
MEETING ATTENDED: PSSA Pep Rally Practice
03/04/2009, 8:10 am 8:40 am Final assignments were made for a motivational rally
MEETING ATTENDED: PSSA Faculty Meeting
02/26/2009, 8:10 am 8:35 am Discussed administrative procedures for administering the PSSA test, as well as acceptable accommodations
MEETING ATTENDED: PSSA Pep Rally Committee
02/18/2009, 8:15 am 8:30 am Discussed progress of planning motivational efforts to increase PSSA test scores, including prize acquisition and pep rally arrangements
MEETING ATTENDED: Principals Advisory Meeting
02/17/2009, 8:00 am 8:45 am Discussed concerns from all grades and learning support. Issues included the need for a faculty copier and whether the annual Valentines Day party interferes with curricula.
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URBAN FOODS: A SERVICE LEARNING PROJECT RESOURCE TEACHING*: SAMPLE LESSONS These lesson summaries were posted on the Rice Creek Watershed District (MN) website, where classroom teachers, scout leaders, or school groups could request my lessons via an online system. Lessons were sorted by keywords and grade level. Because the program was relatively new in the area, this was an independently contracted, part-time position.
Objective: To introduce students to service learning projects and start an urban foods mapping initiative. This lesson is ideal for scout troops, some after-school programs, adult programs, and school classes in smaller communities. In this lesson, students receive an introduction to service learning projects. They then learn about the issues of homelessness and hunger in Minnesota. Following these introductions, students and resource teacher design a project to map edible 'wild' foods available in their community. These can include public fruit trees, private fruit trees near sidewalks that owners do not wish to harvest, wild edibles, and/or food donation sites. Plant identification and public policies are included in the 'learning' aspect of the project. Students discuss how to format their map with symbols to increase its effectiveness, and how to choose possible distribution sites. In addition to using symbols, multicultural student groups may wish to translate the map into various languages represented in their community.
AN ABUNDANCE OF APPLES!
Did you know that over 2,500 different varieties of apples are grown in the U.S. each year? In this lesson, students learn about different types of apples, including an overview of history, agriculture, nutrition, and perhaps a little juggling! End the day with a taste test of some of Minnesota's favorite apple types. This lesson includes a brief history of apples in human culture (a family favorite since prehistoric times!). The apple has played a significant role in diets, culture, and even politics. Students examine just why an apple a day keeps the doctor away (apples having no cholesterol, sodium, or fat--all things that can make a person ill). Students then get to learn a little about apple agriculture (aka: pomology) by deciding which apples to grow in their community.
*This resource teacher position entailed providing guest, expert lessons on natural resources for schools and educational groups within the Rice Creek Watershed District of Minnesota. This was not a reading specialist position.
CLIMATE CHANGE
We've all heard about global warming and climate change, but what exactly are they? What's the difference between the two, and how do scientists research something so large? Is climate change always bad? Take a day to examine this important concept through history, current events, and several activities. This lesson includes an introduction to relevant scientific studies, including climatology (climate vs. weather), glaciology, dendrology, paleontology, isotope analysis, satellite surveys, and biogeochemistry (the study of chemical cycles in land and water). Students examine these sciences by looking at studies from different parts of the world. Lesson Activities: Students will have a chance to look at the history of climate change, read some current articles on research, explore some climate change predictions (good and bad), and learn about some of today's climate change researchers. Involves a good deal of map-reading and some model-making as students create their own predictions.
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APPALACHIA & PA DUTCH: DIFFERENT VIEWS ON ENVIRONMENTALISM RESOURCE TEACHING: SAMPLE LESSONS (continued) These two lessons illustrate my tendency to incorporate perspective-taking with environmental lessons. The first lesson provides an opportunity for individuals to connect with their own surroundings while introducing geographical, botanical, and climate sciences. The second lesson examines contrasts, or adaptations, between different animals and people all surviving in similar environments.
You've surely heard of Appalachia (either the mountains or the people). You may have even heard about the Pennsylvania Dutch. Now, attend a lesson about both, and hear how these different cultural groups view natural resources. Concepts: Students learn the core values of Appalachia culture, including a 'love of place', independence, self-reliance, humility, and familism. Students also learn about where Appalachia people live, and about homesteading. Students then learn about the Pennsylvania Dutch, including when these German immigrants arrived on the Eastern Coast and how they relate to nearby Amish and Mennonite communities. Students learn how the PA Dutch value agriculture, arts & crafts, and bright colors. Activities: Students will have the chance to describe their own environmental values, make a hex sign (after examining the myth that these signs are made because of superstitions), and work together to create a world map representing their own heritages. A full-day lesson may also include games, conflict management activities, a 'sense of place' in natural disasters lesson, and some simple cooking/taste testing* *Student allergy information required for food-related activities.
ARCTIC ANIMALS: A HABITAT LESSON

What animals live in polar habitats? How do they stay warm? What do they eat? Are there plants in Antarctica?
Students answer these questions with a variety of activities. In this lesson, students learn what a polar/arctic habitat is. They then explore what types of animals live in the arctic by creating rock critters and matching them with example habitats. Also in this lesson, students get to feel how a seal stays warm by trying on a 'blubber' glove, and to create some feeding lists for polar animals in a zoo. Last but not least, students learn that Antarctica does have plants! Full-day lessons also include an examination of camouflage in the arctic, how scientists study arctic animals, and some stories about people (both native people & scientists) who live in polar habitats. Older grades examine more of the scientific methods involved in learning about polar bear ranges, energy use patterns of arctic birds, and a little bit of the science behind ice core samples. Learn what it's like to organize field research in arctic regions (involves currency calculations, map reading, law interpretation).
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POWERPOINT SLIDES, A BLIZZARD LESSON
RESOURCE TEACHING SUPPLEMENTS In almost all of my resource teaching lessons, I used short slideshows of scientific or historical images to compliment instruction. I believe that pairing visual aides with limited text allows me to focus on interaction with students and provide more responsive instruction.
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LAKE CLARK NATIONAL PARK (LACL): RESEARCH ASSISTANT TRAINING These images are from a training website that I developed prior to performing an aerial avian inventory at LACL in January of 2011 with two assistants. The website was operational for 6 months and used with video practice, web conferencing, numerous exams, and PowerPoint lessons to instruct the assistants in identification methods for over 40 bird and large mammal species. The website is still published online at www.lakeclarksurvey. weebly.com. Viewers should note that I designed the website as a customized communication method for a limited audience.
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APPROACH TO TUTORING This is a sample of my written commentary and marks for a student piece in a tutoring center. These markings are illustrative of my review process, in which I provide symbols similar to those in publishing and then interview with the student or class about what frequent-error changes need to be made. Even when addressing classes of 20 or more students, I always provide at least some individualized feedback in order to promote motivation and better connect with students.
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SUPERVISOR FEEDBACK This is one of several formal feedback reviews completed by a senior classroom teacher during my student teaching in 2009 (front and back). These particular forms were then reviewed by Wilson College departmental staff as part of an additional route to certification, complimenting state requirements.
Professional Reviews Portfolio Page 41
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SUPERVISOR FEEDBACK continued This evaluation letter was written by my cooperating teacher during student teaching in 2009.
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SUPERVISOR FEEDBACK
continued
This is a sample of a college supervisor review, regarding observation of my lesson delivery while student teaching in 2009. More legible transcripts of these reviews are available upon request.
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STUDENT FEEDBACK Upon leaving my student teaching position at Mowrey Elementary, I was left with some feedback from my fourth grade students.
Although these evaluations were produced by largely egocentric individuals with little knowledge of my professional goals, I believe that positive parting comments are generally a good sign. These comments were all contained in unsolicited letters.
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RECOMMENDATION LETTER This recommendation letter was written by my student teaching supervisor from Wilson College. Contact information can be acquired by request.
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LOOKING FOR MORE INFORMATION?

The following can be accessed at my professional website: www.rebeccaheston.com:
resume references work history educational philosophy interpretive naturalist/informal education approach
CONTACT INFORMATION
LIKE WHAT YOU SEE?

Contact me for an interview:
Rebecca Heston 2510 College Avenue Unit C Berkeley, CA 94704 ph. 717-357-5110 reheston@gmail.com www.rebeccaheston.com
Contact Information Portfolio Page 46
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Rebecca Heston: Environmental Educator

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Rebecca Heston: Environmental Educator

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TEACHING EXPERIENCES TABLE OF CONTENTS

Goals Portfolio Page 1

Teaching Method Goals

Relevant Personal Goals

Student Management Goals

Professional Development Goals

Qualifications Portfolio Page 2

3 units 3 units 4 units 1 unit 1 unit 4 units

Cumulative GPA: 3.45/4.0 13.0 Semester Hours

2 units 4 units 1 unit 1 unit 3 units 2 units 3 units 2 units

1 unit 1 unit 1 unit 3 units 2 units 1 unit

Language & Society (online) History of the Environment Environmental Footprints

4 units 3 units 2 units

Qualifications Portfolio Page 3

*AMNH: American Museum of Natural History, New York

Cumulative GPA: 4.0/4.0 36 Semester Hours

1 credit 1 credit 1 credit 1 credit 0.25 credits

1 credit 1 credit 1 credit 1 credit 1 credit

Fundamentals of General Chem. Educational Psychology Augustan Poetry Understanding Statistics

1 credit 1 credit 1 credit 1 credit

Cumulative GPA: 3.97/4.0 124 Semester Hours

Qualifications Portfolio Page 5

* 1 credit = 3.33 semester hours at Wilson College

Association of National Park Rangers

Association of American Geographers

Association of Field Ornithologists

American Ornithologists Union

Animal Behavior Society

The Pennsylvania State Education Society

Students Proposing Real Options for Underutilized Territory

Wilson College Committee on Service Learning

Teaching Aide: King Street Elementary, Chambersburg, PA

Team Leader: DIberville Volunteer Foundation, DIberville, MS

Board Member: American Red Cross, Franklin County Chapter

Regents Intern Fellowship, UC Berkeley

Think Globally, Teach Locally Award, Hamline University

Recognition of Volunteer Service

Phoenix Merit Scholarship, Wilson College

SECONDARY ADVISOR: HAMLINE MAED CAPSTONE

2011 Present 13 Months, PT*

Teaching Experiences Portfolio Page 8

*PT: Part Time **FT: Full Time

2007 - 2008 6 Months, FT

Teaching Experiences Portfolio Page 9

2005 - 2007 16 Months, PT

Unit Theme: Science and Technology for Children Electricity

Teaching Experiences Portfolio Page 10

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Lesson 7 Anticipatory Set:

SCIENCE UNIT: SECOND SAMPLE CONSECUTIVE LESSON continued

Teaching Experiences Portfolio Page 20

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SCIENCE UNIT: THIRD SAMPLE CONSECUTIVE LESSON continued

Teaching Experiences Portfolio Page 22

Lesson 8 Procedure: SCIENCE UNIT: THIRD SAMPLE CONSECUTIVE LESSON continued