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FINAL PORTFOLIO
Rachel Kalkbrenner
ECED-411-001
Mrs.Evankovich
April 9
th
, 2023
1
Table of Contents: I.
Community Paper (Pages 2-6). II.
Annotated Bibliography (Pages 7-10). III.
Discovery Objects (Page 11). IV.
Diversity Lesson Plan (Pages, 12-21). V.
History Lesson Plan (Pages, 22-32). VI.
Geography Lesson Plan (Pages, 33-43). VII.
Economy Lesson Plan (Pages, 44-54). VIII.
Ethical Reflection Selection (Pages, 55-59).
2
Rachel Kalkbrenner ECED 411
February 7, 2023 Community Paper The Culture/Diversity of the Pittsburgh Community
Pittsburgh is a very interesting City to investigate and research. The city of bridges is another name that Pittsburgh can be called as, with 446 bridges in the Steel City of Pittsburgh. I am from Canonsburg, Pa, which is 20 minutes out from Pittsburgh. I have decided to do the community of Pittsburgh, because I am down there every so often, but I also wanted to learn new
information that I never knew. I have found articles, books, museums, and magazines that deal with different topics including history, economics, diversity, and geography of Pittsburgh. History/Diversity In the city of Pittsburgh, it has a huge diversity of cultures and languages. Pittsburgh is constantly trying to work towards equity and inclusion, which includes, women, people with disabilities, LGBTQIA+, people of color, etc. In the article they stress, “
Pittsburgh is rich with a diversity of cultures, languages, histories, and more. The city’s work towards equity and inclusion
accommodates people of color, the LGBTQIA+ community, women, disabled folks, and other marginalized groups is ongoing and emphasizes providing opportunities to make Pittsburgh livable and accessible for all its residents.” (“Your Guide to Pittsburgh: Need- to- Know Culture”, 2021). Vibrant Pittsburgh is a specific group that is working toward, diversifying the workforce, that can be through human resources, non-profits, etc. There is also another group that is named Boom Concepts. This organization offers artist studios for anyone in
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need in the city. Pittsburgh provides multiple resources to organizations that you can involve yourself in. It is overwhelming how many different food options there are to find in Pittsburgh, including different food cultures. Whether it be putting fries on sandwiches, to Thai food, Japanese, Chinese, Indianan, etc., Pittsburgh always has a different, new options for you to try. Within the history of Pittsburgh, there is a lot to take in and go back through, and it can be through the first Pittsburgher, George Washington. George Washington came to Pittsburgh in 1753 and chose it as the best place for a fort. His story described in the book was, “Washington's first visit to Pittsburgh occurred in November 1753, while he was on his way to the French fort at
Leboeuff. He was carrying a letter from the Ohio Company to Contrecœur, protesting the plans of the French commander in undertaking to establish a line of forts to reach from Lake Erie to the mouth of the Ohio River” (Church, 2007). The name of Pittsburgh came about from William Pitt who was the great Earl of Chatham. There is the Pittsburgh Hill District that was once known as ‘Little Haiti’. This was home to middle-class Black citizens, during the time of the 1800s. The Hill District served as an amazing spot for immigrating families, and a great place to listen to some jazz music. This was home to the Pittsburgh Courier, which was a Black-owned newspaper. On the sports sides of things, sports are strictly in Pittsburgh’s DNA. The Pittsburgh Steelers, the football team, hold six Super Bowl rings, whereas the Pittsburgh Penguins have five
Stanley Cups. History Going into more about the history of Pittsburgh, there is a Carnegie Museum of Natural History that is held in the city. It was built by Andrew Carnegie, that opened first in 1985. Carnegie was an ardent evolutionist, and other scientists traveled, and his research expanded. In the newsletter, Trib Live, there was recently an Apsaalooke Women and Warriors exhibit that
4
opened in the Carnegie Natural History Museum. This is ideal that it opened, because “
Western Pennsylvania’s curiosity about Native American culture, particularly the Apsaalooke people of the Northern Plains — also known as the Crow — is being fed abundantly by a new exhibit at the Carnegie Museum of Natural History…” (Guggenheimer, 2023). This is made so the people of Pittsburgh can see what a Native American culture looks like today. This exhibit, includes war
shields, art pieces, historic Native American art, etc. Economy Within the economic standard of Pittsburgh, things have slowed down prior to the pandemic, the growth targets have been lowered. Some interested statistics were that “Pittsburgh’s job market is working on a recovery from the losses endured in 2020, but it lacks several key resources necessary to power its efforts. At the end of 2021, Pittsburgh employment stood 5.5 percent below pre-pandemic levels, compared with national employment which was just 2.5 percent below the February 2020 level” (Hoffman & Rankin, 2022). Pittsburgh is known as a low-cost economy, throughout 2022, it is said the price growth will still be 4 percent. In 2022, inflation was still affecting the city of Pittsburgh, but workers will be able to push for higher wages. Leisure and Hospitality jobs across the country have the strongest wages. In specific, Pittsburgh’s Leisure and Hospitality saw a job growth of more than 10 percent, in the ending of 2021. Geography
The city of Pittsburgh is in the west of the Appalachian Mountains which is in the Appalachian Plateaus Province. Pittsburgh has a flat surface, and it is dissected by drainage from
the three principal rivers that are around the region. These rivers include the Allegheny, Monongahela, and Ohio. Pittsburgh has the formation of the Appalachian Mountain chain which
5
includes gently warped Paleozoic sedimentary rocks. The stratum of Pennsylvania includes shale, claystone, coal, sandstone, and limestone. “Most of the geologic hazards present in the region include slope instability, expansive shales, and salts, mine subsidence, acid mine drainage, pyritic acid rock and flooding.” (
Richard E. Gray, Brian H. Greene, Ryan W. Fandray, Robert J. Turka; Engineering Geology, History and Geography of the Pittsburgh, Pennsylvania Area.
Environmental & Engineering Geoscience
2019;; 25 (1): 27–101. doi:
https://doi.org/10.2113/EEG-1830
) Lastly, this region has a lot of natural resources which include, natural gas, salt, limestone, oil, coal, sand, gravel, and water.
Conclusion
Pittsburgh is a beautiful city inside and out. It is building to be a better place for the people as well as the environment daily. There are different things that go into the works of the diversity, economy, and geography of the community. There is a huge history behind Pittsburgh which creates it to be the city that it is today. There are so many facts and intriguing finds that when you research, you can find about the city of Pittsburgh. It is a great city to look at, as well as dig deeper in the “city of bridges”.
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References: Carnegie Institute. (2020).
Museum History.
Carnegie Museum of Natural History. Retrieved February 7, 2023, from https://carnegiemnh.org/explore/museum-history/
Church S. H. (1908).
A Short History of Pittsburgh: 1758-1908
. Printed at the De Vinne Press.
Guggenheimer, P. (2023, February 5).
Apsaalooke women and warriors exhibit opens at Carnegie Natural History Museum
. TribLIVE.com. Retrieved February 7, 2023, from https://triblive.com/aande/museums/apsaalooke-women-and-warriors-exhibit-opens-at-carnegie-
natural-history-museum/
Hoffman, S., & Rankin, K. (2022, March 7). A Troubling Economic Picture.
Pittsburgh Quarterly.
Richard E. Gray, Brian H. Greene, Ryan W. Fandray, Robert J. Turka; Engineering Geology, History and Geography of the Pittsburgh, Pennsylvania Area.
Environmental & Engineering Geoscience
2019;; 25 (1): 27–101. doi:
https://doi.org/10.2113/EEG-1830
7
Rachel Kalkbrenner
Mrs. Evankovich ECED 411
February 1, 2023
Books
Guillain C. & Zommer Y. (2017).
The street beneath my feet
. Words & Pictures.
This book shows the student’s the earth’s layers and what is underneath them in the ground. It takes a deeper dive into Geography of what is beneath them and how everything is connected in different ways, from pipes, creatures, layers of rocks, and the planets core. It shows two different environments from what is underneath a city and a countryside. While this book can show a dual action of showing students both urban and rural settings and gives them a way to explore the world. Pertaining to Geography, a lesson plan could be utilized to teach the students about the Earth’s layers and core. Hawk, G., & Gibb, S. (2019).
Step inside homes through history
. Nosy Crow.
This book gives the children the opportunity to travel through time and look at different homes from seven different eras. These eras include, Late Middle Ages, Tudor, Georgian, Victorian, 1920s, 1960s, and the present day living. It shows the students the different history involved of how much change has happened from the past. Whether it be from the architecture in the homes, the clothing of the people, the furniture, and the families. It is
8
very important to point out to the students how times have changed, and to give them a better understanding of the definition of change. This book is a great way to create a lesson
plan, of how history changes over time, and the thought of how today looks, is very different than what it has looked like in the past. Haskins L. Nez J. (2004). No Money? No Problem! Astra Publishing House. Amy, the main character, in the book, wants to buy the latest video game that just came out and she knew she could never afford it until her friend Matt said he could sell it to her
for cheaper. She ran home to realize she only had fifty-three cents in her piggy bank. Later, a show that came a crossed the TV sparked Amy’s imagination, whenever the host said the quote, “No Money? No Problem!” She then went to her room, to try and bargain items to Matt to try and trade with him for the game. This book shows amazing ideas for a lesson plan for the students to learn more about money and what they can do to get around not having any. Angelou M. & Courtney-Clarke M. (2003).
Kofi and his magic
(1. Crown). Crown.
This book shares the story of a seven-year-old boy named Kofi who resides in West Africa, in a town named Bonwire. This town is known for their amazing woven Kente cloth, he uses his magic to use with his imagination to go to neighboring towns, to see different people. This book includes real life pictures, showing beautiful types of different cultures. Kofi talks about how he would like to explore other’s cultures, and
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what types of different houses they live in, different clothes, different languages, and different foods. From this book, the students can follow Kofi along his cultural journeys, and teach them about different cultures apart from his town Bonwire. This book is perfect
to incorporate into a lesson about cultures around the world. Journal Article Fitchett, P. G., Heafner, T. L., & VanFossen, P. (2014). An analysis of time prioritization for Social Studies in elementary school classrooms. Journal of Curriculum and Instruction
, 8
(2). https://doi.org/10.3776/joci.2014.v8n2p7-35 This is a research article that deep-dives into the time prioritization that is needed for social-studies in Elementary School classrooms. In this article, the evidence showed that social studies are used the least in elementary schools. They found data from 2,336 elementary social studies teachers, and how their professional attitudes and decision-
making on social studies instructional time. This article shows how precious time is in teaching, and can fully affect the way students learn, meaning social studies should have
more allotted time.
10
References: Angelou M. & Courtney-Clarke M. (2003).
Kofi and his magic
(1. Crown). Crown.
Fitchett, P. G., Heafner, T. L., & VanFossen, P. (2014). An analysis of time prioritization for Social Studies in elementary school classrooms. Journal of Curriculum and Instruction
, 8
(2). https://doi.org/10.3776/joci.2014.v8n2p7-35 Guillain C. & Zommer Y. (2017).
The street beneath my feet
. Words & Pictures.
Haskins L. Nez J. (2004). No Money? No Problem! Astra Publishing House. Peña & Robinson R. (2015).
Last stop on market street
. Putnam's Sons.
11
Discovery Items
I.
Diversity/Culture Lesson Plan- Pictures of the community wearing Kente cloths. II.
History Lesson Plan- Pictures of people in their clothes of the past, as well as old houses. III.
Geography Lesson Plan- Pictures of the Earth as well as the layers of the Earth. IV.
Economy Lesson Plan- Pictures of coins, and the faces on them as well as a dated back trading picture.
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I.
HEADING
Rachel Kalkbrenner Diversity Third Grade February 27th, 2023 45 minutes II.
RATIONALE AND BACKGROUND This lesson plan focuses on diversity in communities which includes gender, race, language, and age. The book that I had chosen for this lesson is, Kofi and His Magic, by Maya Angelou and Courtney-Clarke. I chose this book for the third-grade classroom, so the students can expand their knowledge on diversity. In my opinion, I believe this book will show the students different cultures all around the world, and the different things that they may do that is different from them. This book includes the different houses they live in, different
clothes, different languages, and different foods. The overall purpose of this lesson is to show students to always love each other, and how there may be students different from them, but they should not judge based on their race, gender, language, or age. All students need to come into this lesson with an open-mind and know that this is a need for them to have a better understanding on. At this young of an age and can be very difficult for these learners to understand the meaning of diversity. Throughout every lesson planned, I will make it a point, that by the end of each one, that the students learn something new and reiterate it to their daily
13
life. Kofi and His Magic will show a young boy like them wanting to travel around the world to learn about different cultures. They will learn about the West African culture and the very deep meaning of the Kente Cloth. The Kente Cloth is
the meaning of, politics, religion, etc. “Response sophistication was related much more closely to age (grade level) and personal experiences out of school than to achievement level or gender” (Brophy et al. 2003). This is a drive to make my classroom environment nonjudgmental, and for the students to show each other kindness, and that acceptance of every single one of their peers. NCSS Standards: Through experience, observation, and reflection, students will identify elements of culture as well as similarities and differences among cultural groups across time and place. Standard – 8.4.3.A – Identify the elements of culture and ethnicity. Facts about learners: KW has emotional challenges BK has a mild intellectual disability
Specific adaptations: KW will work with small groups for the two activities. (Maccini & Gagnon, 2006). BK will have extra time for certain activities. Kern, L., Hetrick, A. A., Custer, B. A., & Commisso, C. E. (2018). An evaluation of IEP accommodations for secondary students with emotional and behavioral problems.
Journal of Emotional and
14
Behavioral Disorders
,
27
(3), 178–192. https://doi.org/10.1177/1063426618763108
III.
LESSON OBJECTIVES Cognitive Objective: The third-grade students (AUDIENCE) will demonstrate their understanding of the words diversity or different (BEHAVIOR) by coloring in their answers of what colors resemble them (CONDITION) with 90% accuracy (DEGREE). Psychomotor Objective: The third-grade students (AUDIENCE) will demonstrate their understanding of diversity (BEHAVIOR) by using the book to represent African
culture of the Kente cloth (CONDITION) by making their own Kente cloth correctly on 8 out of 10 occasions (DEGREE). Affective Objective: The third-grade students (AUDIENCE) will demonstrate their judgements, to respect others in the classroom (BEHAVIOR) by discussing with the other students what makes them different from the others (CONDITION) with 80% accuracy (DEGREE). IV.
LIST OF MATERIAL/RESOURCES A.
I organized ideas from Pinterest, to get ideas for the lesson activity.
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B. Materials: a.
Kofi and His Magic by Maya Angelou and Courtney Clarke
b.
Yarn c.
Wood Scrap
d.
Tape
e.
2 Pieces of Construction Paper
f.
Oil pastels
g.
Pain Color of Choice
h.
Scissors
i.
Ruler
j.
Pencil
k.
Glue Stick
l.
Exit Ticket m.
Pictures of the community wearing Kente cloths (discovery items)
C. Resources Angelou M. & Courtney-Clarke M. (2003).
Kofi and his magic
(1. Crown). Crown.
Diamond, B. L. (1976). Psychiatry and law.
Journal of the American Academy of Child Psychiatry
,
15
(4), 722–723. https://doi.org/10.1097/00004583-197601540-00009
Erickson, J. (n.d.).
Kente "cloth": African Print Project
. The Unlikely Homeschool. Retrieved February 26, 2023, from https://www.theunlikelyhomeschool.com/2018/02/kente-
cloth.html
16
Kern, L., Hetrick, A. A., Custer, B. A., & Commisso, C. E. (2018). An evaluation of IEP accommodations for secondary students with emotional and behavioral problems.
Journal of Emotional and Behavioral Disorders
,
27
(3), 178–192. https://doi.org/10.1177/1063426618763108
Kurt, D. S. (2020, December 17).
Using Bloom's taxonomy to write effective learning objectives: The ABCD approach
. Educational Technology. Retrieved February 26, 2023, from https://educationaltechnology.net/using-blooms-taxonomy-to-write-effective-learning-
objectives-the-abcd-approach/
V.
PROCEDURES A.
Initiation/Motivation (5 minutes): a.
Does anyone in the class know what diversity is, and why it is important? i.
The students will then intermingle together and try to gain a few thoughts from others. Then I will bring it to a group discussion for the students to tell me what they all thought. ii.
From there, I will write what they are telling me on the board. iii.
After that, the students will receive a coloring piece of paper that is named
“The Rainbow Colors of Me.” iv.
They will color in what the subtitle of the line is. After this, they will share
with the class what they had filled in with their colors. v.
Simply ask the students what they now think of diversity, and why this activity was important. B.
Lesson Body (30 minutes):
17
a.
I will be going to read you guys a story about a little boy who dreams of travelling to other countries and viewing their cultures and diversity. He wants
to see how they are different from him, and to learn more about others. b.
The students will then follow along with me as I read, and I will discuss with them questions they may have during the book. c.
*BK
will have extra time after the guided reading to read on her own, with an audio recording to listen to as well. d.
I will then introduce to the students the activity that they will create as individuals. e.
The Kente Cloth will be introduced to the students as the African print. i.
I will give the students the background information of the Kente Cloth.
ii.
You will see Kente Cloth all over in Ghana, West Africa. Kente mean “basket”, and it is silk and cotton fabrics that are woven together. iii.
Kente was first off seen as a sign of royalty, but now is more to shown ethnic pride especially during celebrations like weddings and funerals. f.
First the students with put the piece of yarn around the scrape of wood and use
tape to keep it down.
g.
They will then dip that block into paint to make a stamp, while using that stamp, they will create a repeating pattern of one color on a piece of construction paper. h.
Then, on another piece of instruction paper, the students will use oil pastels, to
create another pattern.
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i.
They will then flip there first paper over and draw ruler lines parallel to each other and cut those into slits. j.
Now, they will place the second piece of paper in landscape, they will also cut
along strips with this. k.
Then, they will weave the first and second construction pieces of paper together. i.
As the students make their way through the Kente cloth, I will also be demonstrating each step as they go through the process. ii.
Demonstration is extremely important, and the students will be able to follow me and understand what they will be doing next. iii.
After that, I will have the students present their Kente cloths to their classmates and share what they have done. Differentiated Instruction: -
With the first activity, with the filling out the rainbow sheet, the students are welcomed to
draw their selves as a second option. If they would like to draw themselves and do not want to do the rainbow, they are welcomed to do that. Some of the students may not be comfortable in terms of filling out the rainbow, but they may feel more comfortable in terms of drawing themselves. -
If the students do not want to be involved or are struggling with the Kente cloth, they are welcomed, to do coloring papers, that can be provided. With these coloring pages, they can also be included in seeing their peers Kente cloths and be able to present what they have created.
19
Bloom’s Taxonomy: -
Knowledge: What is the definition of “different”? -
Comprehension: In your own words describe how others can be different from you. -
Application: Use the white board to draw someone who may be different from you. -
Synthesis: Have the student draw themselves next to their different person on the white board. -
Evaluation: Ask the students to explain their pictures to the other students and explain why they are different. C.
Conclusion (10 minutes): a.
The students will be do a review session with groups of three at first. b.
After this, the students will come together as a whole group to discuss the lesson of today. c.
After this, I would inform the students that exit slips will be given out, to better my understanding of if they got the idea of the lesson. d.
I will pass out the exit tickets, and have the students bring them back up to me. *
KW will be able to communicate with a peer on these and have some help to think of them. *
BK will have extra time to return her exit ticket. VI.
EVALUATION A.
Student Assessment: a.
Informal Assessment- I will be providing the students with an exit ticket, to be
able to give me a better understanding and to see if they understood the topics.
In these exit tickets, these will include, writing one thing they learned today, how this can be used in the real world, and writing one question they may
20
have from today’s lesson. This is to be used to make sure the thought of diversity’s point was well across.
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I.
HEADING
Rachel Kalkbrenner History
Kindergarten March 3rd, 2023 45 Minutes II. RATIONALE AND BACKGROUND This lesson plan is sorely focused on history around the world, and building a great sense of how the world has changed since years have passed. The book I chose for this lesson plan is Homes Through History by Goldie Hawk. The reason why I chose this book is because, it shows different scenes of life through the Middle Ages, this shows the
students the differences of throughout times, with biracial couples, working parents, and energy efficient homes. The overall purpose of this lesson is to better my students to realize how the world, homes, and even people have changed over time. My expectation for the students is for them to come in to learn about the history of the world and realize the change over time. At a young age, it may be difficult for them to get into the timelines and such of history, but showing them pictures of the differences in times, can make it easier for them to comprehend. Homes Through History is a great book for the students to be able to visual and see homes and be able to search around their environment at home, and grasp those surroundings, compared to the ones in
the book. “Response sophistication was related much more closely to age (grade level) and personal experiences out of school than to achievement level or gender” (Brophy et al. 2003). It is strived to make the classroom environment a perfect place for students to
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expand on their knowledge of history and be able to talk about their own history throughout their own lives, in a judgement free zone. NCSS Standards: During their studies, learners develop and understanding of spatial perspectives, and examine changes in the relationship between people, places, and
environment. Standard – 8.3.K.C
Demonstrate an understanding of time order. Facts about learners: KW has a visual impairment. BK has a hard of hearing. Specific adaptations: KW will have braille materials to use and have additional light for her work. Cox, P. R., & Dykes, M. K. (2001). Effective classroom adaptations for students with visual
impairments.
TEACHING Exceptional Children
,
33
(6), 68–74. https://doi.org/10.1177/004005990103300609
BK will have extended time to take and work on any activities, or assignments.
Thurlow, M. L., Ysseldyke, J. E., & Silverstein , B. (1995). Testing accommodations for students with disabilities.
Remedial and Special Education
,
16
(5), 260–270. https://doi.org/10.1177/074193259501600502
III.
LESSON OBJECTIVES
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Cognitive Objective: The kindergarten students (AUDIENCE) will demonstrate their understanding of change (BEHAVIOR) by answering questions about history and showing the changes in specific objects (CONDITION) with 90% accuracy (DEGREE). Psychomotor Objective: The kindergarten students (AUDIENCE) will demonstrate their understanding on history (BEHAVIOR) by drawing two pictures of the same effect and how they have changed today. (CONDITION) with knowing the differences of the objects on 8 out of 10 occasions. (DEGREE). Affective Objective: The kindergarten students (AUDIENCE) will demonstrate the ability to determine change in there ways today (BEHAVIOR) by explaining how their families have changed over time (CONDITION) with 80% accuracy (DEGREE). LIST OF MATERIAL/RESOURCES A.
I used resources such as Pinterest, to find activities that dealt with the change in history over time. B. Materials: a.
Smart Board b.
Worksheet c.
Pencil d.
Colored Pencils
e.
Cut out pictures
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f.
Glue sticks g.
Pictures of outfits in history, and an older house (discovery items) C. Resources Cox, P. R., & Dykes, M. K. (2001). Effective classroom adaptations for students with visual impairments. TEACHING Exceptional Children
, 33
(6), 68–74. https://doi.org/10.1177/004005990103300609
Hawk, G., & Gibb, S. (2019). Step inside homes through history
. Nosy Crow. Kurt, D. S. (2020, December 17). Using Bloom's taxonomy to write effective learning objectives: The ABCD approach
. Educational Technology. Retrieved February 26, 2023, from https://educationaltechnology.net/using-blooms-
taxonomy-to-write-effective-learning-objectives-the-abcd-approach/
Quick, J. (n.d.).
Timeline notebooking pages
. Notebooking Fairy. Retrieved March 6, 2023, from https://notebookingfairy.com/timeline-notebooking-pages/
says:, P., says:, J. S., says:, A., & says:, J. B. (2022, October 16). Long ago & now Social Studies Unit
. What I Have Learned. Retrieved March 6, 2023, from https://whatihavelearnedteaching.com/long-ago-now-social-studies-unit/
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Thurlow, M. L., Ysseldyke, J. E., & Silverstein , B. (1995). Testing accommodations for students with disabilities.
Remedial and Special Education
,
16
(5), 260–270. https://doi.org/10.1177/074193259501600502
IV.
PROCEDURES A.
Initiation/Motivation (5 minutes): i.
Can anyone tell me what history is, and why it is so important to know about? ii.
The students will then intermingle together and try to gain a few thoughts from others. Then I will bring it to a group discussion for the students to tell me what they all thought. iii.
From there, I will write what they are telling me on the board. iv.
After that, I will have the students create a printed-out timeline, and create one, used with some of the dates in the book. v.
They will paste pictures of the houses I have printed out for them and be able to note the date these houses and when they looked the way they did. vi.
I will lastly, simply ask the students what they now think of history, and why this activity was important. B.
Lesson Body (30 minutes): a.
I will be reading you all a story that shows visuals of the differences of how homes and architecture has changed over time. It will also include the differences in clothing, as well as a timeline and dates of when these occurred.
The students will then follow along with me as I read, and I will discuss with them questions they may have during the book. b.
*BK
will have extra time after the guided reading to read on her own.
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c.
I will then introduce to the students the activity that they will create as individuals. d.
The worksheet of the differences in times will be presented to the students. i.
I will give the students background of each of the different time periods in history as shown in the book. ii.
You will be able to see the different windows, doors, outside of the houses, the clothing that was worn, and be able to spot differences immediately to what you see today. iii.
History is very important, and it is extremely important for the students to be able to see how much change there has been. iv.
First the students will collect their colored pencils, and pencils. b.
I will then go over, that they will glue the pictures in each of the boxes, as well as fill out the sentences to match the pictures. c.
The sentences will be read aloud, as “Long ago we used…” “but now we use…” d.
They will then receive the pictures I had printed out for them to glue on the long-ago side and the now side. e.
The pictures will include houses containing the ones from the periods that the book went over, and some from today. f.
Other pictures will also include the difference in clothing. g.
The last set of pictures will include the difference in windows. i.
As the students start to glue on their pictures, I will go around and observe
them, to make sure they are doing it correctly.
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ii.
I will also go around and ask the students what was being used long ago, and as to now, and write the answers in there for them. iii.
After that, I will have the students present their work to the other students in the classroom, to see if they have chosen different pictures. Differentiated Instruction: -
Within the first activity, if the students would rather work in a pair, because they do not feel confident in writing their own timelines, they are allowed to do that as well. They will still be able to learn from their peers, and listen to their ideas, even though they are not individually doing it themselves. -
With the second activity, filling out the Things Change worksheet, the students are welcomed to talk about what they would glue. If they would like to talk about it instead of gluing, if they are struggling with it, they may feel more comfortable talking to me about them, rather than filling out the worksheet. Bloom’s Taxonomy: -
Knowledge: What is the definition of “change”? -
Comprehension: In your own words describe how change can affect you and others around you. -
Application: Use the Smart Board to draw something that could change in yourself in a few years. -
Synthesis: Have the student draw themselves next to their different person on the Smart Board.
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-
Evaluation: Ask the students to explain their pictures to the other students and explain why there is change to the world. C.
Conclusion (10 minutes): a.
The students will be do a review session within each other at first. b.
After this, the students will come together as a whole, and talk to me as well about what they went over today. c.
After this, I would inform the students that they will be asked to do thumbs up and thumbs down. d.
I will provide an anchor chart in the class, so the students can be reminded on what each sign means. e.
I will explain to them that thumbs up means they can do it, thumbs down means they do not get it, and thumbs to the side means they may
need more practice. f.
I will start asking the students about the topic. *
KW will have an extra
anchor sheet with braille on it, so she can fill which thumb to put up and when, I will also provide her with a braille sheet of paper of the questions I will be asking, for a better understanding towards her. *
BK
will have extra time to think of her response. g.
These questions will include, “do you have a better understanding of history?”, “do you and your family experience change often?”, “do you feel as though anything could be clearer to you?”, “are you struggling to understand this content?” V.
EVALUATION
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A.
Student Assessment: a.
Informal Assessment- To see if my students were able to understand the content that was just given to them, I will ask them to play thumbs up or down with me. They will
be assessed during this, so I will see if they have any additional questions about today’s lesson. They will also be able to elaborate their questions to me after we have done the thumbs up or thumbs down. This is clear and easy for me to understand my students better and see what can better them for the next lesson.
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I.
HEADING
Rachel Kalkbrenner Geography Preschool March 9th, 2023 45 Minutes II. RATIONALE AND BACKGROUND This lesson plan focuses on geography in communities which includes the features that children can view of the Earth and the atmosphere where it can contain a relationship through people and their environments. The book that I had chosen for this lesson is, The Street Beneath My Feet, by Charlotte Guillain and illustrated by Yuval Zommer. I chose this book for the preschool classroom, so the students can get a better idea of their environments around them. I believe this book is a fun, interactive book for the children to be able to want to explore outside more, be more aware of the layers of the Earth and the Planet’s core, and to finish, it is a detailed
learning experience for them. This book includes the mixture of rural and urban settings, and one
side shows the ground that is beneath a city, whereas the other side they show is the countryside. The overall purpose of this lesson is to give student’s a better idea of what they are walking above, what they may see when they observe the environment more, and to understand how the Earth was created in a way. All students need to come into this lesson with an open-mind and know that this is a need
for them to have a better understanding on. At this young of an age and can be very difficult for these children to be able to understand how the Earth is formed and how there are multiple layers
as well. Throughout every lesson planned, I will make it a point, that by the end of each one, that
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the students learn something new and reiterate it to their daily life. The Street Beneath My Feet will take the children on an adventure into the layers of the Earth as well as the planet’s core. They will learn about the geology, archaeology, and natural history of the urban and rural settings of the Earth. “Response sophistication was related much more closely to age (grade level) and personal experiences out of school than to achievement level or gender” (Brophy et al.
2003). This is a drive to make my classroom environment a great place for discussion, as well as open to their peers about the environment that they see, and live in every day, and understand that it may be different from their other classmates. Through experience, observation, and reflection, students will identify elements of geography as well as similarities and differences among what different environments in their community can look like. NCSS Standards: The study of people, places, and environments enables us to understand the relationship between human populations and the physical world. Standard – 7.2 PK.A – Describe the characteristics of home and frequently visited locations to gain an understanding of physical features. Facts about learners: KW has autism. Specific adaptations: KW will have a picture of an example of every activity as a use of guided notes and to have that visual.
Jimenez, B. A., Lo, Y.-yu, & Saunders, A. F. (2012). The additive effects of scripted lessons plus guided notes on science quiz scores of students with intellectual disability and autism.
The Journal of Special Education
,
47
(4), 231–244.
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BK has a physical disability.
https://doi.org/10.1177/0022466912437937
BK will have extended time to work on any activities, and there will be assessable seating in the classroom. Thurlow, M. L., Ysseldyke, J. E., & Silverstein , B. (1995). Testing accommodations for students with disabilities.
Remedial and Special Education
,
16
(5), 260–270. https://doi.org/10.1177/074193259501600502
III.
LESSON OBJECTIVES Cognitive Objective: The preschool students (AUDIENCE) will demonstrate the students understanding of the word Earth, or environment (BEHAVIOR) the students will draw their street they live on CONDITION) with 90% accuracy (DEGREE). Psychomotor Objective: The preschool students (AUDIENCE) will demonstrate their understanding of Earth and environment (BEHAVIOR) by using the book to represent their Earth and layer playdough (CONDITION) with 80% accuracy (DEGREE). Affective Objective: The preschool students (AUDIENCE) will demonstrate their understandings of their peers’ different environments (BEHAVIOR) by discussing with the other students what their street looks like (CONDITION) with 80% accuracy
(DEGREE). LIST OF MATERIAL/RESOURCES
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A. I organized ideas from Pinterest, to get ideas for the lesson activity. IV.
Materials: a.
The Street Beneath My Feet by Charlotte Guillain and Yuval Zommer b.
Blank sheet of paper
c.
Markers d.
Pencils e.
Green, blue, red, orange, yellow, brown playdough f.
Picture of the Earth, and layers
g.
Kid friendly playdough knife
h.
Kid friendly rolling pin i.
Map of Earth, picture of the layers, and a picture of what can be beneath them in the ground. (Discovery items)
j.
Bulletin Board k.
Smiley Stickers V.
Resources Guillain, C., & Zommer, Y. (2017).
The street beneath my feet
. Words & Pictures, an imprint of The Quarto Group.
Jimenez, B. A., Lo, Y.-yu, & Saunders, A. F. (2012). The additive effects of scripted lessons plus guided notes on science quiz scores of students with intellectual disability and autism. The Journal of Special Education
, 47
(4), 231–244. https://doi.org/10.1177/0022466912437937
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Kurt, D. S. (2020, December 17). Using Bloom's taxonomy to write effective learning objectives: The ABCD approach
. Educational Technology. Retrieved February 26, 2023, from https://educationaltechnology.net/using-blooms-
taxonomy-to-write-effective-learning-objectives-the-abcd-approach/
SG, K. (2021, March 20).
Montessori mapping activities for introducing geography
. Gift of Curiosity. Retrieved March 20, 2023, from https://www.giftofcuriosity.com/montessori-mapping-activities-intro-to-
geography-for-kids/?
utm_medium=social&utm_source=pinterest&utm_campaign=tailwind_smartloop
&utm_content=smartloop&utm_term=8285948
Thurlow, M. L., Ysseldyke, J. E., & Silverstein , B. (1995). Testing accommodations
for students with disabilities. Remedial and Special Education
, 16
(5), 260–270. https://doi.org/10.1177/074193259501600502
Www.facebook.com/raisingveggielovers. (2023, February 24).
Layers of the Earth playdough activity with free printable
. Raising Veggie Lovers. Retrieved March 20, 2023, from https://raisingveggielovers.com/layers-of-the-earth-
playdough-activity-with-free-printable/
VI.
PROCEDURES A. Initiation/Motivation (5 minutes): a.
Does anyone in the class know what the Earth?
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h.
The students will then be able to talk to their partner next to them about what they believe Earth is. i.
From there, I will write what they are telling me on the board. j.
After that, the students will receive a blank piece of paper, and I will hand markers out to them as well. k.
I will ask them to tell their peers about the street that they live on. They will map out on the sheet of paper what their street looks like on where they live. l.
I will then simply ask them what they now think of each other’s streets, and more discussion on Earth, where we live. B.
Lesson Body (30 minutes): a.
I am going to read you guys a story about the layers that are within out Earth. What people do not realize is how many different environments there can be when it comes down to Earth. This book will investigate what is beneath the ground we walk on. b. The students will then follow along with me as I read, and I will discuss with them questions they may have during the book. l.
*BK
will have extra time after the guided reading to read on her own and will be able to go sit down in any assessable seating that is comfortable for her. m.
I will then introduce to the students the activity that they will create as individuals. n.
The playdough will be distributed to each student as well as the guided picture
of the earth and the core to go with it.
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iv.
I will give the students the background information of the different layers. v.
The layers of the Earth include the inner and outer core, mantle, and the crust. vi.
This will give them a chance to have the idea of “forming Earth.” o.
First the students will roll each color into a ball. p.
They will start by using their rolling pin to flatten the orange playdough, then they will pace the red ball of playdough on top of the orange. q.
Then, they will repeat step 2 with all the colors. With flattening the yellow, then putting the orange ball on top of that. r.
From there, I will build the Earth around all their other colors, with the blue playdough, then have them make there little green pieces to put on the Earth for the land. s.
Lastly, the students will then use their knives and see all the beautiful colors of playdough inside of the Earth. iv.
As the students make their way through there creation of the Earth’s layers, I will also be demonstrating every single step, and going around and observing and helping the children as they go through it. v.
Demonstration is extremely important, and the students will be able to follow me and understand what they will be doing next. vi.
After that, I will have the students be able to show the other students their Earth, and how they created the land on it.
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Differentiated Instruction: -
With the first activity, with them drawing the street in their own environment, the students are welcomed to draw their room, or anything else that they have in their house. If they would like to draw different items in their house, and would not like to draw their street, they are welcomed to do that. Some of the students may not be comfortable in terms of drawing the street they live on, but they may feel more comfortable in terms of drawing something they have in their house. -
If the students do not want to be involved or are struggling with the creation of their Earth and the layers, they are welcomed, to do coloring papers, that can be provided. These coloring pages with include coloring the Earth, with the correct colors, as well as the layers labeled and the right colors for each layer. Bloom’s Taxonomy: -
Knowledge: What is the definition of “environment”? -
Comprehension: In your own words describe how other environments can be different from yours. -
Application: Draw on a sheet of paper what their rooms look like. -
Synthesis: Have the students look at each other’s rooms and realize how theirs are different from others. -
Evaluation: Ask the students to explain their pictures, and why they may think their room
environment looks different than their classmates. b.
Conclusion (10 minutes): e.
The students will be do a small review with each other on the idea of geography.
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f.
After this, the students will come together as a whole group to discuss the lesson of today. g.
Then, I will provide the bulletin board that will be hung up and labeled. h.
I will then pass out, a smiley face sticker to each student, where their names will be printed on the back of them. i.
I will explain to the students, that they will keep their heads down, until I call their name up to the bulletin board to ask if they understood the lesson. j.
*
KW will be able to communicate with me for a little longer after I explain it, and
I will show her an example if needed. *
BK will have extra time to think about her
answers and ask me more questions if needed. IV. EVALUATION A.
Student Assessment: a.
Informal Assessment- I will be providing the students with a heads up, faces up chart. This gives the students to be able to tell me anonymous only to me, without the students knowing, to tell me if they understood the
lesson. Doing this anonymously will give the students the confidence to know that only I will know if they understand the topic. This chart will include “I Get It!”, “I Need Practice, and “I Don’t Understand”. This is to be used to make sure the thought of geography’s point was well across.
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I.
HEADING
Rachel Kalkbrenner Economy Second Grade March 21st, 2023 45 Minutes II. RATIONALE AND BACKGROUND This lesson plan is sorely focused on economy and how if you do not have enough money to get something, you are able to barter people in terms of a trade. The book I chose for this lesson plan is No Money? No Problem! by Lori Haskins. The reason
why I chose this book is because, it opens the students to the idea of the real world, and what could happen when they gain money for themselves. The overall purpose of this lesson is to better my students to realize the idea of saving money and the idea of bartering and trading. My expectation for the students is for them to come in to learn about the economy
of the world. At a younger age, it may be difficult for them to be able to understand that once you buy something you lose that money you spent, but this lesson may make them realize that saving money or trading objects would be a great way to get around in the world. No Money? No Problem! is a great book for the students to be able to visual and see how people can find different ways to get around the fact of not having enough money for something. “Response sophistication was related much more closely to age (grade level) and personal experiences out of school than to achievement level or gender”
(Brophy et al. 2003). It is strived to make the classroom environment a perfect place for
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students to expand on their knowledge of economy and be able to talk about their own ideas of the thought of money and how it works. NCSS Standards: Students will gather and analyze data, as well as use critical thinking skills to determine how best deal with scarcity of resources. Standard – 6.2 2. D Explain how demand for a consumer good impacts price. Facts about learners: KW has severe intellectual challenges. BK is an English Language Learner.
Specific adaptations: KW will have an audio book she is able to listen to as I am reading. Alquraini, T., & Gut, D. (2011, November 30).
Critical components of successful inclusion of students with severe disabilities: Literature review.
International Journal of Special Education. Retrieved March 27, 2023, from https://eric.ed.gov/?
id=EJ979712
BK will have extended dialogue conversations with me to work on their English. Piazza, S. V., Rao, S., & Protacio, M. S. (2014, November 30).
Converging recommendations for culturally responsive literacy practices: Students with learning disabilities, English language learners, and socioculturally diverse
learners.
International Journal of Multicultural Education. Retrieved March 27, 2023, from https://eric.ed.gov/?id=EJ1104910
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III.
LESSON OBJECTIVES Cognitive Objective: The second-grade students (AUDIENCE) will demonstrate their
understanding of bartering (BEHAVIOR) by answering questions about bartering and
showing different objects that could be traded for the right amount. (CONDITION) with 90% accuracy (DEGREE). Psychomotor Objective: The second-grade students (AUDIENCE) will demonstrate their understanding on money (BEHAVIOR) by counting how much money is in their
piggy bank (CONDITION) with knowing the amount each cent has on 8 out of 10 occasions. (DEGREE). Affective Objective: The second-grade students (AUDIENCE) will demonstrate the ability to determine the economy in their lives (BEHAVIOR) by explaining if they have every traded before or spent money. (CONDITION) with 80% accuracy (DEGREE). LIST OF MATERIAL/RESOURCES D.
I used resources such as Pinterest, to find activities dealing with the topic of economy. B. Materials: a.
No Money? No Problem! by Lori Haskins b.
Fill My Piggy Bank! Laminated Worksheet c.
Fake quarters, dimes, nickels, and pennies. d.
Dry Erase Markers
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e.
Dry Eraser f.
Time For a Trade Worksheet g.
Pencils h.
Pictures of the president faces of each cent and an ancient picture of trading. (Discovery items) C. Resources Alquraini, T., & Gut, D. (2011, November 30). Critical components of successful inclusion of students with severe disabilities: Literature review.
International Journal of Special Education. Retrieved March 27, 2023,
from https://eric.ed.gov/?id=EJ979712 Bardeen, T. (2023, January 16). 12 amazing kindergarten assessment ideas
. We Are Teachers. Retrieved March 27, 2023, from https://www.weareteachers.com/12-super-second-grade-assessment-ideas/ Giraffe , M. (2016).
Teaching money
. Teaching Money. Retrieved March 27, 2023, from https://missgiraffesclass.blogspot.com/2016/02/teaching-
money.html
Haskins L. Nez J. (2004). No Money? No Problem! Astra Publishing House.
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Piazza, S. V., Rao, S., & Protacio, M. S. (2014, November 30).
Converging recommendations for culturally responsive literacy practices: Students with learning disabilities, English language learners, and socioculturally diverse learners.
International Journal of Multicultural Education. Retrieved March 27, 2023, from https://eric.ed.gov/?id=EJ1104910
Price , S. (2021, October 7).
New Economics Barter and trade worksheets (you will love)
. Priceless Ponderings. Retrieved March 27, 2023, from https://pricelessponderings.com/new-economics-barter-and-trade-worksheets-
you-will-love/
VI. PROCEDURES D.
Initiation/Motivation (5 minutes): b.
Can anyone tell me what trading is, and why it can be important? i.
The students will then intermingle together and try to gain a few thoughts from others. Then I will bring it to a group discussion for the students to tell me what they all thought. ii.
From there, I will write what they are telling me on the board. iii.
After that, I will have the students work on their time for a trade worksheet. iv.
The students will pretend that one of their peers has something they want, and an item that they have they may be able to barter. v.
The students will then make a comic of themselves bartering.
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vi.
I will lastly, simply ask the students what they now think of trading and money, and why this activity was important. B.
Lesson Body (30 minutes): a.
I will be reading you all a story about a girl who really wants this new video game, but she realizes she does not have enough money for it. She learns some new ways to figure out how to get something she wants without the use of money. The students will then follow along with me as I read, and I will discuss with them questions they may have during the book. b.
*BK
will have extra time after the guided reading, and she will be able to work through the dialogue. c.
I will then introduce to the students the activity that they will create as individuals. d.
The Fill My Piggy Bank sheet will be passed out, as well as their piggy bank as well. i.
I will give the students some background information, by reading over the directions with them, as well as reminding them how much each coin is worth. ii.
You will be able to add your coins together to see how much you
are able to collect in your piggy bank. iii.
Economy is very important, and it is extremely important for the students to be able to see they can save money in something like a piggybank. e.
First the students will collect their dry eraser and markers.
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f.
I will then go over, that they are going to roll the coin dice, and put whatever coin was rolled into the piggy bank. g.
After they do that, they will write at the bottom how many cents they have in their bank each time a coin is added. h.
They will then receive their fake coins, and their white board worksheet, and the dice. i.
As the students start to roll their dice and set their coins in their piggy bank, I will walk around and observe them as they do this. ii.
I will also go around and ask the students to do five rolls in a row
and see their total of coins. iii.
After that, I will have the students present their work to the other students and see who had the highest total in change. Differentiated Instruction: -
Within the first activity, if the students would rather work in a pair, because they do not feel confident in writing their own, and need more ideas, they are allowed to do that as well. They will still be able to learn from their peers, and listen to their ideas, even though they are not individually doing it themselves. -
With the second activity, doing the My Piggy Bank worksheet, the students are welcomed to use counting coins worksheet. Instead of adding up their coins every time, they may feel more comfortable filling out a worksheet that already has the coins on them. Bloom’s Taxonomy:
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-
Knowledge: What is the definition of “trading”? -
Comprehension: In your own words describe how trading can affect you and others around you. -
Application: Use the Smart Board to draw something that you would use that would make sense as a trade. -
Synthesis: Have the student draw something that would not make sense to trade next to the last ones. -
Evaluation: Ask the students to explain their pictures to the other students and explain why these would be good or bad to trade with each other. C.
Conclusion (10 minutes): a.
The students will be do a review session within each other at first. b.
After this, the students will come together as a whole, and talk to me as well about what they went over today. c.
After this, I would inform the class that we will be playing a fun game called Simon Says. d.
I will explain to the students what Simon Says is. e.
I will let them know that if I would say “is the sky blue?” if it is pat your head.
So, they will tap their head if they believe my statement is right. f.
I will start asking the students about the topic. *
KW will have a speaker by her, where I will have a microphone on me as well, so she hears it clearly. *
BK will have extra time to think of her response. g.
These questions will include, “do you have a better understanding of economy?”, “do you and your family talk about money?”, “do you feel as
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though anything could be clearer to you?”, “are you struggling to understand this content?” h.
So, after I ask these questions, I will give them a motion to do if they understand the question, and if they don’t to do nothing. IV.
EVALUATION A. Student Assessment: a.
Informal Assessment- To see if my students were able to understand the content that was just given to them, I will ask them to play Simon Says. They will be assessed during this, so I will see if they have any additional questions about today’s lesson. They will also be able to elaborate their questions to me after we have done the Simon Says. This is clear and easy for me to understand my students better and see what them for the next lesson can better.
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Ethical Reflection Paper NAEYC Code of Ethical Conduct: NAEYC I-1.6- To use assessment instruments and strategies that are appropriate for the children to be assessed, that are used only for the purposes for which they were designed, and that have the potential to benefit children.
When creating a unit plan, a teacher must select and create their assessments carefully. A quality assessment must be relevant, reliable, and valid. Teachers should assure their assessments both are developmentally appropriate and align with lesson objectives. When creating the assessments
for my lesson plans, I assured my assessments only included material covered in class. I also designed them to include only cognitive and literacy content at grade level. NAEYC I-1.9—To advocate for and ensure that all children, including those with special needs, have access to the support services needed to be successful. (Kylie Warren)
In the classroom, it is critical that all students' needs are being met so they are successful. In my lesson plans, I incorporated this ethical code of conduct by providing accommodations for specific students and differentiated instruction. By providing specific accommodations it allows students with disabilities to achieve the same goals as students without disabilities. In my lessons, I accommodated students with emotional challenges, intellectual disabilities, hard of hearing, visual impairment, autism, physical disability, and ELL. Throughout this process, I gained knowledge on how to accommodate in the classroom to students with disabilities. NAEYC I-1.7 - To use assessment information to understand, support children’s development and learning, to support instruction, and to identify children who may need additional services.
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I had chosen this ethical code, because it is extremely important for each student to be able to understand what they are learning, and for teachers to know if adaptations should be made. There
are adaptations that should be made for students who may need some additional help, while lessons are being taught in the classroom. This ethical code should be used in lesson plans, to show that each student is being accounted for, and that they are getting the help that is needed step-by-step daily in the classroom. As I had found adaptations for students who may need additional services, I had learned a lot about different ones that could be used, as well as the correct ones that should be used. Teaching with adaptations will give those students the ability to
reach their full potential. NAEYC I-1.3 - To recognize and respect the unique qualities, abilities, and potential of each child. (Taylor Glowa) I had chosen this ethical code, because it is important for us as teachers to recognize that each child is different, and they have different abilities. By recognizing and respecting each child’s unique qualities and abilities teachers can personalize their teaching to meet the individuals needs of each child. We can also help students reach their full potential when children feel understood and supported, they are more likely to try new things and be motivated to learn more.
In my lesson plan I was able to recognize which students were better at other things then others. I was able to differentiate my instruction and change it to adapt to everyone so that everyone had a fair chance to succeed to their best. NAEYC I-1.8 - To support the right of each child to play and learn in an inclusive environment that meets the needs of children with and without disabilities. (Taylor Glowa)
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I chose this ethical code because as a teacher it is important for every child to feel included in the
classroom. That they feel safe, and it will make them want to be there and be motivated to learn. If a student doesn’t have an environment that meets their needs, then they won’t be able to do schoolwork and succeed to the best they can. They won’t be able to learn without certain accommodations. In my lesson plan I was made my classroom accessible to children with and without needs. Special Education Professional Ethical Principles: CEC 1.4- Create safe, effective, and culturally responsive learning environments which contribute to fulfillment of needs, stimulation of learning, and realization of positive self-
concepts
.
One of the ways teachers may choose to promote a culturally responsive classroom is by embracing diversity in class materials, stories, and discovery items, regardless of the topic of the lesson. In ECED 411, we discussed the importance of social studies education relating to students’ individual communities. As a result, my lesson plan was centered around people and places which students would be familiar with. Teachers can also care for students’ learning needs
through differentiating instruction and accommodating different learning styles and preferences. In my unit plan, I incorporated opportunities for hands-on, visual, and auditory learning to promote equity in each lesson. CEC 1.5- Developing relationships with families based on mutual respect and actively involving families and individuals with exceptionalities in educational decision making.
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I chose this ethical code, because incorporating a family, and a safe spot in the classroom for the students is extremely important. When involving the student’s families in the classroom, the families feel like they have a place in their student’s learning. Even though the teacher is the teacher, they should know that parents may be able to have a different effect on their children than the teacher can. Within lesson plans, many lessons can be brought upon, where the students are able to feel open and talk about their families during class. It is important for the students to be able to share information about their families, and as much as they would like to share. CEC 1.1- Maintaining challenging expectations for individuals with exceptionalities to develop the highest possible learning outcomes and quality of life potential in ways that respect their dignity, culture, language, and background. (Kylie Warren)
I chose this ethical code because I think it is very important to maintain challenging expectations for individuals with exceptionalities in the classroom. I believe having a positive and encouraging learning environment in the classroom will help students learn to the best of their ability. In my lessons, I provided accommodations to exceptional students, so they are meeting their goals. I want the accommodations to be challenging for these students, but not to where they are not able to be met. CEC 1.6- Using evidence, instructional data, research, and professional knowledge to inform practice. (Kylie Warren)
I chose this ethical code because it is very important to use informal and formal assessments to measure your students’ progress. I used informal assessments in my lessons like observing students in the classroom from discussions or activities. It could also be students' portfolios and using data like the students work to monitor their progress. I also used formal assessments like
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grading assignments or quizzes to assess the students' knowledge. It is important as a teacher to use data to monitor and assess the students’ knowledge so you know what content the students are grasping or may need more practice on. CEC 1.3 - Promoting meaningful and inclusive participation of individuals with exceptionalities in their schools and communities (Taylor Glowa)
I chose this ethical code because it is very important for individuals to have an equal opportunity to participate in their school just like everyone else. When individuals with exceptionalities are included in their schools and communities, they feel valued and respected. In my lesson plan I used different methods for individuals to participate and make sure that they felt valued and that they felt respected. Everyone had the opportunity to speak freely when they want to but at the same time respect others and listen to what they have to say. References: Code of ethical conduct and statement of commitment - NAEYC. (n.d.). Retrieved March 28, 2023, from https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/posi tion-
statements/Ethics%20Position%20Statement2011_09202013update.pdf Code of ethics - exceptional children. (n.d). Retrieved March 28, 2023 from https://exceptionalchildren.org/sites/default/files/2020-07/Code%20of%20Ethics.pdf
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