Mr.

Sondgeroth
Unit Work Sample
8th Grade Science
University of South Carolina Middle Level Teacher Candidate
At R.H. Fulmer Middle School
EDML 599
 Table of Contents
Table of Contents

8th Grade Science

Unit Topic

Contextual Factors

Unit Plan

Assessment and Analysis of Student Learning

Reflection and Self-Assessment

 8th Grade Science

Fossils and Biological Evolution Unit

I. Unit Topic
In this unit, 8th grade science students will be using fossil records to discover

what information we can gain from fossil records, how organisms have evolved, why

organisms evolve. This unit will have students practice skills such as how we can

analyze scientific data to explain events that occur on Earth. This unit will start with

students learning about types of fossils and how they are made. This will then lead into

looking at anatomical structures and why they evolve overtime.

As students learn about the different types of fossils and how they are created,

they will begin to use this information to analyze and identify different types of fossils in

class. During this time students will be challenged with using fossil records, models, and

geological times scale to identify different types of fossils. This will be done by using an

interactive index fossil lab that challenges students to use scientific data and to make

decisions based on the information they are given.

Once students have shown a high level of proficiency in using fossil records they

will move on to looking at biological evolution and analyzing anatomical structures of

organisms. Students will first start off with learning what to look for when trying to

identify differences and similarities between anatomical structures in organisms. This

part of the unit will use many different activities that allow students to practice analyzing

and identify anatomical structures and seeing how this information allows for scientists

to make connections to organisms since the beginning of time.

 This unit will be assessed through a summative assessment at the end of the

unit. This assessment will be in the form of a project where students will be tested on

the ability to show anatomical similarities and differences of an organism of their choice

while making a connection to the evolution of a piece of technology also chosen by the

student. This assessment allows for students to show they can analyze data through

fossil records and evolutionary history through research, while also being able to make

real world connections that influence the world today.

The reason I chose to teach this unit was to not only challenge students, but to

make them interested in what they are learning. Through my educational experience

with the University of South Carolina I have been taught the importance of keeping

students engaged throughout the class period. By giving them challenging content I am

able to keep them engaged, while also making connections to real world skills. This unit

allows for students to practice the ability to read through information and pull out the

information they need to make an educational conclusion.

The 2021 South Carolina Standard requires students to build real life skills

(Analyzing and interpreting data, constructing explanations, and communicating

information). Throughout this unit students will have practice using these skills and will

be given instructional feedback on how they can improve in these areas. Students will

constantly be looking at different types of data and will have to interpret the information

throughout the unit. This unit finally allows for differentiation based on students needs

and can be given individualized help based on those needs.

II. Contextual Factors

 During my time at R.H Fulmer Middle School, one of the main focuses for the

school is to prepare students with real life skills that they can use either in high school,

college, in the workforce or in everyday life. While mapping out the curriculum the

school as well as the state push for the curriculum to have real life connections made

with the students. Also, as eight grade students the school wants students to think

about what they want to do after they are out of school. As they begin to think about

this, students will pick the courses they want to take when they are in high school.

Airport high school is where most students from R.H. Fulmer middle school will attend in

the next school year. The high school has students pick majors to allow students to

focus on their areas of interest, while also preparing them for either higher levels of

education or to join the workforce following their high school graduation. With this in

mind it is important to know when creating lessons to implant real world careers that

students may want to pursue.

Also when thinking about the different factors that may play a role in the students

it is important to look at what are the major goals that we have for middle school

students. When looking at research from This We Believe we can find the importance of

having students become “actively aware of the larger world. This goal has us as

educators look at how we should push students to understand the diversity of our

society. Having students understand that not everyone has the same experience as

them or the same way of understanding information as them is key to preparing them

for the real world. Not only do we want students to understand this, but want them to

learn from their own classmates and ask questions so they can be well rounded

students. During this unit students will have the opportunity to work with other students
when completing various assignments. This allows for students to not only practice with

the content, but learn how other students work through assignments. This unit gives

students with various learning styles to contribute and help their classmates, so they

can practice and diversify how they look at/ use information.

When thinking about this it is important to think about the diversity in our

classrooms and to see how we may need to accommodate some students. It also

allows for us to see how we could group our students to create a prosperous learning

environment for all students. Below there is a breakdown of each 8th grade science

class, which will look at the demographic, accommodations, and learning styles of the

students.

8th Grade Science Demographics: 4th, 5th, 7th, & 8th

Age Gender Race Programs Accommodations

4th Period
14 Female White
13 Female White
13 Male White IEP Chunking, seated in front
13 Female Multi
14 Male White
13 Female Black
13 Male White
14 Female White
14 Male Black
14 Male Black
14 Male Multi
13 Female Hispanic ESOL
14 Female White
14 Male Black
14 Female Black IEP Chunking, teacher check-ins
14 Male White

5th
14 Female White
14 Male White
14 Male White
14 Female White
14 Male White
14 Female White
14 Female Black
13 Female White
14 Male White
14 Female Multi
13 Female White
13 Male White
14 Male Black
14 Male White

7th

13 Male Multi IEP Individual testing area, chunking, assignment

check-ins
13 Male White IEP Chunking, assignment check-ins
14 Male White
13 Male White ESOL
14 Female Hispanic
13 Female White
14 Male White
14 Male Multi
14 Female Hispanic
13 Female White
13 Female White IEP assignment check-in, chunking, seating near
the front
14 Male Black
14 Female White
15 Female White
14 Male Asian
13 Female Black
14 Male Black
13 Male White
14 Male Black
14 Female Multi
14 Female White
13 Male White IEP Assignment check-ins, chunking, seated near
the front
14 Male Black

8th
14 Male White ESOL
14 Female Hispanic ESOL
14 Female Hispanic
13 Female Black
14 Female Black
13 Male White
13 Female Black
13 Male Black
13 Male Black
13 Female Black
14 Male White
14 Male Hispanic
15 Female Black
14 Male White
14 Male Multi
13 Male Hispanic ESOL
14 Female Hispanic
14 Female Hispacnic IEP Assignment check-ins
14 Male Hispanic IEP Assignment check-in, chunking
14 Male White
13 Female White
14 Female White
III. Unit Plan

Lesson Plan 1
Grady Sondgeroth
R.H. Fulmer Middle School
8th Grade Science
March 14, 2022
60 min

Essential Question:
What are the different types of fossils?
What information do index fossils give us?
How can the law of superposition be used to give a relative date for a fossil?

Standard: 8-LS4-1. Analyze and interpret data for patterns in the fossil record that
document the existence, diversity, extinction, and change of life forms throughout the
history of life on Earth under the assumption that natural laws operated in the past as
they do today.

Learning outcomes:

The student will be able to….

- Compare different types of fossils

- Understand the different types of fossils
- Analyze how index fossils and the law of superposition give us information about
the past.

Materials needed
- Chromebook
- Google Classroom
- Smart Board
- Google Slides
 - https://docs.google.com/document/d/
10783lzniY0E5TvPfb6uxQIBDPBkxyxkGh8V1ALiL55s/edit
- https://docs.google.com/presentation/d/
1Yj7ARI58YCSFlHtJANoorR_1omK_4Ir4MK5aDfbhrLs/edit
- Google Form
- https://docs.google.com/forms/u/1/d/e/
1FAIpQLSfoMGv59dm8Y0QLw5pD-
olKbledO7yTSO5fwdhf3Kq_8JQ78w/viewform

Assessment

1. Starter (informal)- Prior knowledge about fossils and evolution.

2. Fossil Notes (Informal)- Questions asked in fill in the blank notes assessing
students grasp on content.
3. End of class discussion (informal)- Group discussion on the topics that were
talked about during class.

Procedure/ Activities

1. ( 5 min) Students will walk into the classroom and get out their Chromebook. On
the board it will instruct them to go to google classroom and start the assignment
that says 03/14/22 starter.
2. (5 min) Next, there will be a classroom discussion on what students should
expect to learn about during the fossils/ evolution unit. Students will also be ask
questions as a class to see what else they may know or not know about these
topics
3. (25 min) Students can now go back into google classroom and open the
assignment that says fossil notes. The teacher will go through these notes as
students do there fill in the blank notes, add pictures, and write their summaries
 4. (20 min) Students will now shut their Chromebooks and will watch a Bill Nye
about fossils. (As long as students are paying attention to the video they will not
have to take notes or write key facts about the video)
5. (5 min) During the last few minutes of class there will be a whole class discussion
that is driven by students' questions or knowledge that they learned from the
class today.

HW: If students did not finish the summary for their notes it is homework and is due by
the next class period.

Differentiation: Students who need accommodation will be given a copy of the slide
show or notes that already have the blanks filled in. Also, for the starter there will be a
teacher that can read this assignment to them to help the students complete it.

*Any students who missed class can find all of this work in Google Classroom and may
come in during tutoring to get any further help that they may need.
 Lesson Plan 2-3

Grady Sondgeroth
R.H. Fulmer Middle School
8th Grade Science
March 15-16, 2022
120 min

Essential Question:
What type of information can models of index fossils give us?

Standard:

8-LS4-1. Analyze and interpret data for patterns in the fossil record that document the
existence, diversity, extinction, and change of life forms throughout the history of life on
Earth under the assumption that natural laws operated in the past as they do today.

Learning Outcomes

Students will be able to …..

- Analyze models of index fossils.

- Use a geologic time scale to place index fossils in a specific time period.
- Use fossil records to find the names of index fossil models.

Materials needed
- Chromebook
- Google Classroom
- https://docs.google.com/document/d/108NgXMU-
1rWsv6cncsSteGeLQoY92h1ruiTNGhDfsqU/edi
 - Google Forms
- https://docs.google.com/forms/d/
1P9hXP7Mg9UkddmVosNZCWPZM5O_RmTDk4x_r9yLpnIQ/edit
- Smart Board

Assessment

1. Starter (Informal) Analysing students' knowledge from the class before.

2. Index Fossil Lab (Informal) Analysing students ability to use information from
notes to identify different types of fossils and categorize them with fossil records
and geologic time scales.

Procedure/ Activities

1. (5 min) Students will walk into the classroom and get out their Chromebook. On
the board it will instruct them to go to google classroom and start the assignment
that says 03/15/22 starter.
2. (50 min) Students will be put into groups (3-4 students each). They will just need
to have their Chromebooks for this activity. They will go into Google Classroom
and click on the assignment that says Index Fossil Lab. They will also need to
click the Index Fossil Lab google doc (Students will write all of their answers from
the lab in the google document). Once the lab is open go over the first two
examples with the students. Also, show students where to find the geologic time
scale and fossil records. Also, let the students know that the first group to get all
of the examples correct will get a reward (candy). Students should check in with
the teacher after every five stations to check their answers ( Answer key is
attached above).
3. (5 min) With five minutes left in class, have students save their work and ask if
anyone has any questions about the lab so far. When done students can pack up
and go to their next class.
 4. (5 min) Students will walk in class (03/16/22). When they walk in they are
instructed to get into their groups and open up their Index Fossil Lab.
5. (10 min) Before students begin working in their groups go over stations 3-8
reviewing how the lab should be done correctly. Also, give students time to make
sure they have the correct answers and ask questions.
6. (30 min) Students will have this time to continue to work on their Index Fossil
Lab. Students will need to finish up to station 15. If students finish before the 30
minutes are up you can assign them more stations to work on from the Fossil
Lab link.
7. (15 min) Within the last 15 minutes of class the students will all come back
together as one group to check their results. This time will be led by the students
and allows them to discuss and correct their answers. The teacher's role during
this time is to make sure the discussion is staying on task and continues to be a
valuable use of the class period.
HW: Students will only have homework if they were unable to complete 15 of the lab
stations.

Differentiation: Students who need accommodations will be placed into groups together
(close to the teachers desk) so that the teacher may answer as many questions as they
have. Also the number of stations that need to be completed will be reduced to 10
stations.
 Lessons Plan 4

Grady Sondgeroth
R.H. Fulmer Middle School
8th Grade Science
March 17, 2022
60 min

Essential Question:
What evidence do we have for biological evolution?

Standard:

8-LS4-1. Analyze and interpret data for patterns in the fossil record that document the
existence, diversity, extinction, and change of life forms throughout the history of life on
Earth under the assumption that natural laws operated in the past as they do today.
8-LS4-2. Apply scientific ideas to construct an explanation for the anatomical similarities
and differences among modern organisms and between modern and fossil organisms to
infer their ancestral relationships.

Learning Outcomes

Students will be able to …….

1. Identify the evidence for evolution.

2. Analyze how events from Earth’s history can change organisms to change
overtime.
Materials needed
- Chromebook
- Google Classroom
- https://docs.google.com/document/d/
120ME4tXeKPzrR6fKcPNeAabunk8fBeCJVai_Y9M7dus/edit
- Google Forms
- Smart Board

Assessments

1. Biological Evolution Notes (Informal)- Students will show an understanding of

biological evolution and why it is caused.
2. EdPuzzle (Informal)- Students will be tested about information from the EdPuzzle
video with multiple choice questions throughout the EdPuzzle.

Procedure/ Activities

1. (5 min) Students will walk into class and be prompted to get out their
Chromebooks and open up to Google Classroom. Within the first five minutes of
class we will do a “ What’s Good” to allow students to talk about anything fun
they have been doing.
2. (25 min) Next, students will be directed to open up the biological evolution notes.
Students will fill out their fill in the blank Cornell notes while the teacher is going
through the PowerPoint.
3. (20 min) Now students can go back into google classroom and complete their
EdPuzzle on evidence for evolution. Once done students can work on any
homework for science or other classes as we wait.
4. (10 min) For the last ten minutes of class we will have a group discussion about
what students have learned or are interested about with biological evolution.
Also, during this time students can fill in their summaries for the biological
evolution notes. (Once done students can pack up for the end of class).
HW: The only due for homework is the summary for the biological evolution notes ( Due:
03/17/2022)

Differentiation: Students who need accommodations will either have a copy of the slide
for the notes or a filled in copy of the notes with extra help attached for the information.
 Lesson Plan 5

Grady Sondgeroth
R.H. Fulmer Middle School
8th Grade Science
March 18, 2022
60 min

Essential Question:
How can we use a dichotomous key to show that biological evolution is happening?

Standard:

8-LS4-1. Analyze and interpret data for patterns in the fossil record that document the
existence, diversity, extinction, and change of life forms throughout the history of life on
Earth under the assumption that natural laws operated in the past as they do today.
8-LS4-2. Apply scientific ideas to construct an explanation for the anatomical similarities
and differences among modern organisms and between modern and fossil organisms to
infer their ancestral relationships.

Learning Outcomes

Students will be able to …….

1. Analyze organisms and identify different/ similar anatomical parts.

2. Use a dichotomous key to categorize organisms.

Materials needed
- Chromebook
- Google Classroom
 - Google Forms
- Smart Board

Assessment

1. EdPuzzle- Darwin’s Galapagos Finches (informal)- Students will show their ability
to analyze this video from Darwin’s Galapagos Finches and pull out information
about the evolution of these finches.
2. Dichotomous Key Activity (informal)- show their ability to categorize organisms
based on anatomical structures.

Procedures/ activities

1. (5 min) Students will walk into class and be instructed to get out their
Chromebooks and open Google Classroom. Before we get started on the first
activity, ask students what were some of the main points that were discussed in
the class before to help refresh the students memory.
2. (15 min) Students will now open up the EdPuzzle that says Darwin’s Galapagos
Finches (Headphones recommended, but the video also has closed captions).
During this time students will work as individuals. If they get done early students
can work on any other work they may have until we move on.
3. (25 min) Students will now go to the dichotomous key activity. The teacher will go
over the first two questions and show the students how to use the dichotomous
key. Next, students will have the remaining time to work on the dichotomous key.
The first three students to finish and have all the answers correct will get a piece
of candy.
4. (15 min) During this time we will go over this activity as a class. The teacher will
call on students to walk everyone through the steps they took to complete the
dichotomous key activity. When they are done students can turn this in a pack up
there bags.
HW: There should be no homework unless students needed more time for the EdPuzzle
or Dichotomous Key activity.

Differentiation: Students who need accommodations will be welcome to come up to the

desk where I will walk through the dichotomous key at a slower pace.
 Lesson Plan 6

Grady Sondgeroth
R.H. Fulmer Middle School
8th Grade Science
March 21, 2022
60 min

Essential Question:
What specific evidence do we have that explains biological evolution?

Standard:

8-LS4-1. Analyze and interpret data for patterns in the fossil record that document the
existence, diversity, extinction, and change of life forms throughout the history of life on
Earth under the assumption that natural laws operated in the past as they do today.
8-LS4-2. Apply scientific ideas to construct an explanation for the anatomical similarities
and differences among modern organisms and between modern and fossil organisms to
infer their ancestral relationships.

Learning Outcomes

Students will be able to …….

1. Identify key information that shows the evidence for evolution

Materials needed
- Chromebook
- Google Classroom
- https://drive.google.com/file/d/1yN93_NyT0sJuskkjHqhZt29z0L92-hq5/
view?usp=drivesdk
 - Google Forms
- Smart Board

Assessment
1. Life Has a History (informal)- students ability to pull information from scientific
documents to support an argument.

Procedures/ activities

1. (5 min.) Students will walk into class and be instructed to get out of their
Chromebooks. While students are doing this we are going to do five minutes of
“What’s Good”. During this time students can talk about what they did over the
weekend or anything else they have going on.
2. (40 min) Next, students will get into pairs and open up the “ Life Has a History”
assignment. They will open up this assignment with the Life Has a History
worksheets and begin working on it with their partner.
3. (15 min) Lastly, before students start packing up they will come back as a group
and we will discuss what scientific evidence they have found to defend biological
evolution. Once done they are able to pack up and go to their next class.
4. HW: There is no homework.
 Lesson Plan 7 & 8

Grady Sondgeroth
R.H. Fulmer Middle School
8th Grade Science
March 22-23, 2022
120min

Essential Question:
What kind of anatomical structures can we find from different organisms?

Standard:

8-LS4-1. Analyze and interpret data for patterns in the fossil record that document the
existence, diversity, extinction, and change of life forms throughout the history of life on
Earth under the assumption that natural laws operated in the past as they do today.
8-LS4-2. Apply scientific ideas to construct an explanation for the anatomical similarities
and differences among modern organisms and between modern and fossil organisms to
infer their ancestral relationships.

Learning Outcomes

Students will be able to …….

1. Students will be able to identify different types of Anatomical structures.

Materials needed
- Chromebook
- Google Classroom
- https://drive.google.com/file/d/1mrixrogDbhZYRfx4jFRdWOWOjGn_hLc2/
view?usp=drivesdk
 - Google Forms
- Smart Board

Assessment
1. EdPuzzle- Tree of Life (Informal)
2. Anatomical Structure Scenarios

Procedures/ activities
1. (5 min) As students walk into the classroom they will be directed to get out their
Chromebooks (open to google classroom) and a pair of headphones if they have
it. Also, during this time we will do a five minute review of what we have been
talking about during this unit. During this time students can ask questions and
allow other students to answer the questions before the teacher steps in.
2. (10 min) Next, students will complete the EdPuzzle called the Tree of Life. During
this time students will either need a pair of headphones or use closed captions to
listen to the video and answer questions about the evolution of life.
3. (15 min) The last thing that will be done in class is students will start the
Anatomical Structures scenarios (Half-day). Students will be prompted to get into
groups of two and start at one of the fourteen stations around the room. Before
they start, tell students that they will have 3 minutes for every station before they
move on. If students do not finish a station they will have time to go back to that
station before we go over the scenarios. Inform students that the group with the
most correct scenarios will win candy. Have students go back to their seats and
pack up with two minutes left in class.
HW: Students will not have homework as long as they finish the EdPuzzle- Tree of Life.

Differentiation- For this activity students will all be put into groups. For students that
need accommodations will be pulled during homeroom for tutoring for more small group/
one on one instruction.
 1. (5 min) Students will come into class and get back into their groups with their
Chromebooks. Before we start we will review the different anatomical structures
before we begin.
2. (30 min) Students will continue with their anatomical structure scenarios for thirty
minutes (students make it through all scenarios).
3. (10 min) Students will be given ten minutes to go back to any station that they
need more time at. Once their group is done they can go back to their seat. If
students are all done before the time is done then you may move onto the next
part of the lesson.
4. (15 min) For the last part of class we will go over the anatomical structure
scenarios. Call on students to read the scenario out loud and then ask each
group what they got for an answer. For the groups that got it correct their group
on the board. Before you move to the next scenario give a bonus point to the
group that is able to give a scientific explanation for why the answer they picked
was correct. With two minutes left in class students can pack up and get ready to
leave.

HW- There is no homework.

 Lesson Plan 9 & 10

Grady Sondgeroth
R.H. Fulmer Middle School
8th Grade Science
March 24-25 , 2022
90 min

Essential Question:
What events have an impact on biological evolution?
Are there similarities to biological evolution and the evolution of technology?

Standard:

8-LS4-1. Analyze and interpret data for patterns in the fossil record that document the
existence, diversity, extinction, and change of life forms throughout the history of life on
Earth under the assumption that natural laws operated in the past as they do today.
8-LS4-2. Apply scientific ideas to construct an explanation for the anatomical similarities
and differences among modern organisms and between modern and fossil organisms to
infer their ancestral relationships.

Learning Outcomes

Students will be able to …….

1. Make connects from the game of telephone to how biological evolution occurs.
2. Analyze the impact of mass extinctions on organisms.
3. Create a connection between biological evolution and the evolution of
technology.

Materials needed
 - Chromebook
- Google Classroom
- https://drive.google.com/file/d/1zcIiy2YPiDRMAXi5fIOzO3gxIeRSfH5_/
view?usp=drivesdk
- Google Forms
- Smart Board

Assessment
1. Telephone
2. Evolution Project

Procedure/ Activities

1. (5 min) Students will walk into class and be directed to find their seats. We will
begin class with a five minute “What’s Good”.
2. (10 min) We will now play a game of telephone. During this game there will be
four rounds (each round is slightly different and has a different phase that the
teacher will make up.
- First Round: Four students will come to the front of the room and play
telephone.
- Second Round: Eight Students will come to the front of the room and play
telephone.
- Third Round: All the students will make a circle and play the game.
- Fourth/ Last Round: Take five students from the circle and place them at
various points around it. Direct them to clap as loud as they can when the
people around them are trying to pass the message in the game.
At the end of these four rounds instruct students to go back to their seats. Before
moving on, ask students to make a connection between the game of telephone and
biological evolution.
 3. (40 min) During this time students will be instructed on their final project for the
unit. This “Evolution Project” will test students' ability to research information
connected to our unit as long as they create their own connections to how
technology evolves. For the first 40 minutes have students focus on their
research. They should first pick an organism and type of technology then they
will begin their research.
4. (5 min) Bring the class back together and check in with how the students are
doing with their research. If students are struggling, give suggestions on what
they should look for or prepare for their next class.

HW- Students who need to research more should do so for homework and bring it to
class the next day.

1. (5 min) As students walk into the classroom, inform them to get out their
Chromebooks. Before students go back to working on their project, go over the
directions for what they should do with their research.
2. (55 min) Students will have the remainder of class to work on their project.
Students can use either paper/ colored pencils, google slides, google docs, or
whatever other creative way they have to complete the project.
3. (5 min) Before students leave, go over when they need to turn in their project
(March 28th) and answer any final questions they may have before packing up
and going to their next class.
IV. Assessment/ Analysis of Student Learning

For the State of South Carolina 8th grade science does not have standardized
testing throughout the year. For this unit work sample the assessment and student
learning data will be based off of the two weeks of instruction that was conducted.
Throughout this section data will be presented through a pre test (Multiple Choice),
EdPuzzle Quizzes (Multiple Choice), and an end of the Unit Project (Project). This data
shows students ability by assessing them in multiple levels of the Bloom’s Taxonomy.
This assessment strategy allows for students to be assessed based on where they got
to in Bloom’s Taxonomy instead of using standardized testing.
 The plan for the beginning of this unit was to assess students' understanding and ability

to remember the basic definitions of the topics we would be learning about in our unit. For the

2022 school year the State of South Carolina has created new standards for science. Many of

the topics covered in the new standards have been previously covered in both 7th and 8th

grade science classes. This is why it was important to assess where students were at with the

first two levels of bloom’s taxonomy. With this pre- test the following data was collected using a

10 question multiple choice/true or false test in google forms.

 After looking at this information it is clear that sometime must be taken to review and go

over definitions and make sure students are able to master the first two areas of bloom’s

taxonomy. Instead of taking up a whole class period or two to learn definitions students will see

these throughout the unit in either their notes, group discussions or other activities, which will

then incorporate higher levels of thinking from bloom’s taxonomy. Leading up to the end of the

unit project I chose to use Edpuzzle to see how students are progressing on through the unit

and where students may need extra help. The following data shows how students are mastering

information as they begin practicing with different levels of learning throughout the unit.
Edpuzzle allows for students to practice the information they are currently learning, but continue

to check students mastery of content from past information from the unit. The data below shows

how the 4th period progressed throughout the Unit.

4th Period EdPuzzle 1 EdPuzzle 2 EdPuzzle 3 Total Point

Students (Out of 20) (Out of 28) (Out of 16) out of 64

Student 1 12 20 14 46

Student 2 10 26 10 46

Student 3 10 24 10 44

Student 4 15 18 16 49

Student 5 12 20 14 46

Student 6 12 20 16 48

Student 7 10 20 12 42

Student 8 15 20 12 47

Student 9 10 24 16 50

Student 10 15 20 14 49

Student 11 15 24 14 49

Student 12 12 22 14 48

Student 13 10 20 16 46

Student 14 10 18 12 40

Student 15 10 22 12 44

Student 16 10 24 12 46

Student 17 5 24 10 39

Student 18 5 24 16 45
Finally students got to the end of the Unit Project. For this Unit students will be evaluated based

on the bloom’s taxonomy for create, analyze and apply. During this project students will need to,

- pick one organism (animal or plant) and one type of technology

- Research 5 stages of evolution that these two things have gone through

- Find features that have changed with each stage of evolution (ex. Height, weight, and

other physical characteristics)

- Find what time period that these organisms or technology came from

- Discuss what connections they can see between the organisms they chose from and the

technology that they picked.

Student’s also were allowed to pick how they wanted to create their project. They could use

things such as google slides, google docs, posters and colored pencils, flip books, etc. This is to

allow students to complete the project using the median that they find comfortable using. Below

are the average scores for each class for this project.

Class Period Avg. Score Highest score Lowest Score

4th 73 % 100% 55%

5th 70 % 100% 49 %

7th 65 % 100 % 50 %

8th 72 % 100 % 56 %

Throughout this unit the data above shows that students progressed greatly during these two

weeks of lessons. While we started off with lower average percentages in the basic levels of

bloom’s taxonomy, students were able to show that they had not only mastered the basic levels

of bloom’s taxonomy, but were able to master the higher levels of bloom’s taxonomy.

V. Reflection and Self Assessment

 Throughout this semester I have truly learned what it means to be a teacher.

Everyday there are highs and lows, but it truly is like no other job in the world. I was so

thankful that even with covid we were able to still get to be in the classroom everyday

during the semester. While it is important to learn how to teach via zoom as teachers

have been doing the last couple of years, there is truly nothing like being physically in

the classroom. I have learned everything from dealing with different students,

differentiating classes based on the time of day, and constantly evaluating myself

throughout this whole process.

If there is one important thing that I learned from this internship was that

everyday is different and every student is different. Having 100 different students it is

necessary that you treat them as 100 different people. They all have their own

experiences and interests. To keep them engaged you must find ways to connect to

each one of them. Now, you also have to think about the time of day you have them in

class. You may have some students who are quiet in the morning, but can’t stop talking

in the afternoon or a student who is engaged in the morning, but is falling asleep at the

end of the day. No matter who the student is or how they are acting you have to find a

way to get them engaged and ready to learn in your classroom.

 One of the biggest things I have learned was that it is absolutely necessary for

you to constantly self evaluate yourself. Even on the day where you felt you had a great

lesson you should still look back and think what can I do better next time. After being

evaluated and thinking about how I was teaching I would have thought of a creative way

to group my students rather than them just working with those already at their table. I

have found it is okay to ask for help because we are not perfect. During my time at R.H.

Fulmer I talked to my coaching teacher constantly on how I can be better.

The past semester has been such a great learning experience and is extremely

important for any student teacher to do. There is so much information you can learn that

you don’t get from reading straight out of a book. Also, being at a school with other

interns allows you to hear about the experiences they are having, so if you have to deal

with that same thing you will have more experience with it. This internship has made me

extremely proud of myself and the major I picked.