Section Three Part 1

MSED ELEMENTARY PORTFOLIO PROJECT
Section Three: Teacher Candidate Artifacts
Introduction
This section of my portfolio is the Teacher Candidate Artifacts. In this section, I will
showcase eight artifacts that represent my teaching abilities and values. A written rationale for
each artifact is included in this section in order to describe and provide evidence of how the
chosen artifacts relate and adhere to the appropriate detailed curriculum and professional
standards. It will also address how the artifacts meet the required components of Planning,
Instruction, Assessment, Engagement, Accommodations (for ELL, SWD, SES, students as well
as being ethnically and religiously responsible), Literacy, Math/Science, Professional
Development, Technology and Professional Dispositions.
Finally, the relevance of the artifacts and my preparedness to enter a career in education
will be demonstrated through connections to educational theories, best teaching practices and
experts in the field of education. This section emphasizes my knowledge and understanding of
various subject matters and confirms my ability to translate this knowledge into the classroom in
ways that facilitates and enhances the students’ learning experiences. It will also demonstrate
some ways that I have applied my teaching philosophy into those lessons, presentations and
activities.
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MSED ELEMENTARY PORTFOLIO PROJECT 2
Artifact #1: Weebly website
Introduction
This first artifact is a website that I created using Weebly, a website builder site
(http://mademoisellecordeau.weebly.com). This website was created as an assignment for the
EDU 571: Technology for the Elementary Classroom course at Medaille College. It is addressed
to my fictional Grade 4 classroom.
Why was this artifact included in the portfolio?
I selected this project as an artifact for a few reasons. First, I believe that teachers should
do everything in their power to enable students’ success. Providing learners with a tool that can
be accessed remotely, which contains lessons, assignments, due dates, and a way to
communicate with each other as well as with their teacher can only help them better succeed in
the classroom.
Second, the website also offers a presentation about cyber safety in order to assure that
the students are aware of the dangers of using digital tools and become informed cyber citizens.
Third, the website also provides many resources for parents and caregivers to use. This
allows them to be involved in the student’s learning journey and to monitor their progress,
whether academic or behavioral, promptly throughout the school year.
Finally, the website allows me to begin creating meaningful relationships with my
students by sharing with them some information about myself and welcoming them to my class.
It also allows me to demonstrate my creativity and introduce to students the themes we will
broach throughout the school year.

How does this artifact provide evidence of your preparedness for a career in education
(include connections to theories, best teaching practices, theorists/experts)?
This artifact was selected because I believe in creating a good classroom community as
well as engaging the students in multiple ways. Offering students a classroom website provides
additional tools to enhance the learning experience of different kinds of learners. Indeed,
Flemming encourages educators to implement differential learning in the classroom in order to
appeal to those learners. Also, the use of this website helps meet the UDL model standards by
providing additional ways to reach students. This should assist educators to bridge the
achievement gap (Ontario Government Services, 2013,11).
As previously mentioned, this website also enables to create a classroom community
which not only involves the students but also the parents and caregivers. Vygotsky believes “that
the community plays a central role in the process of “making meaning”” (McLeod, 2018).
Indeed, students learn from their environment. This website enables them to be part of a
community of learners where they have access to tools and resources to help them grow. They
also have a platform (through the use of the Padlet application) to share and communicate some
of their knowledge and interests on various subjects.
I believe that this artifact demonstrates my preparedness for the field of education by
featuring my organizational skills, my creativity and by being able to understand the theories
about different types of learners, and providing differentiated ways to help them thrive in and
outside of my classroom. I also believe that this website reflects my understanding that parents
and caregivers are an essential part of a student’s success; by providing them with tools easily
accessible and various ways to contact me, they can feel confident that I am deeply committed to
their child’s success.

What are the appropriate curriculum and professional standards used for this artifact?
InTASC Core Teaching Standards
Standard # 3 Learning Environments
The teacher works with others to create environments that support individual and collaborative
learning, and that encourage positive social interaction, active engagement in learning, and self
motivation.
3(m) The teacher knows how to use technologies and how to guide learners to apply them in
appropriate, safe, and effective ways.
New York State Code of Ethics for Educators
Principle 6: Educators advance the intellectual and ethical foundation of the learning community.
Educators recognize the obligations of the trust placed in them. They share the responsibility for
understanding what is known, pursuing further knowledge, contributing to the generation of
knowledge, and translating knowledge into comprehensible forms. They help students
understand that knowledge is often complex and sometimes paradoxical. Educators are
confidantes, mentors and advocates for their students' growth and development. As models for
youth and the public, they embody intellectual honesty, diplomacy, tact and fairness.
Ontario College of Teachers Standards of Practice
Commitment to Students and Student Learning
Members are dedicated in their care and commitment to students. They treat students equitably
and with respect and are sensitive to factors that influence individual student learning. Members
facilitate the development of students as contributing citizens of Canadian society.
Leadership in Learning Communities
Members promote and participate in the creation of collaborative, safe and supportive learning
communities. They recognize their shared responsibilities and their leadership roles in order to
facilitate student success. Members maintain and uphold the principles of the ethical standards in
these learning communities.
New York State Learning Standards
Standard 2: Integrated Learning
Students will demonstrate how academic knowledge and skills are applied in the workplace and
other settings.
DOE Claims
Claim 2: Medaille College graduates meet the needs of diverse learners through
effective pedagogy and best teaching practices.
Claim 3: Medaille College graduates are caring educators.

CAEP Standards
Standard 1.1 Candidates demonstrate an understanding of the 10 InTASC standards at the
appropriate progression level(s) in the following categories: the learner and learning; content;
instructional practice; and professional responsibility.
ISTE Standards for Students
2. Digital citizen
Students recognize the rights, responsibilities and opportunities of living, learning and working
in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.
6. Creative Communicator
Students communicate clearly and express themselves creatively for a variety of purposes using
the platforms, tools, styles, formats and digital media appropriate to their goals.
6d. Students publish or present content that customizes the message and medium for their
intended audiences.
ISTE Standards for Educators
3. Citizen
Educators inspire students to positively contribute to and responsibly participate in the digital
world. Educators:
3a. Create experiences for learners to make positive, socially responsible contributions and
exhibit empathetic behavior online that build relationships and community.

3b. Establish a learning culture that promotes curiosity and critical examination of online
resources and fosters digital literacy and media fluency.
3c. Mentor students in safe, legal and ethical practices with digital tools and the protection of
intellectual rights and property.
3d. Model and promote management of personal data and digital identity and protect student data
privacy.
4. Collaborator
Educators dedicate time to collaborate with both colleagues and students to improve practice,
discover and share resources and ideas, and solve problems. Educators:
4d. Demonstrate cultural competency when communicating with students, parents and colleagues
and interact with them as co-collaborators in student learning.
5. Designer
Educators design authentic, learner-driven activities and environments that recognize and
accommodate learner variability. Educators:
5a. Use technology to create, adapt and personalize learning experiences that foster independent
learning and accommodate learner differences and needs.

International Literacy Association Professional Standards
Element 5.2
Candidates design a social environment that is low risk and includes choice, motivation, and
scaffolded support to optimize students’ opportunities for learning to read and write.
Council for Exceptional Children (CEC)
Standard 2:
Beginning special education professionals create safe, inclusive, culturally responsive learning
environments so that individuals with exceptionalities become active and effective learners and develop
emotional well being, positive social interactions, and self-determination.

This Artifact is available at the following URL address:

http://mademoisellecordeau.weebly.com/section-2.html
N.B. Assignment not completed, due on August 3rd, 2019.

This Artifact will be updated at that time.

Artifact #2: Science lesson plan
Introduction
This second artifact is a science lesson plan that I created as an assignment for the EDU
502: Mathematics Science and Technology course at Medaille College. This lesson is part of a
lesson segment created in collaboration with two other colleagues. It is addressing the subject of
the water cycle for a diverse class of Grade 2 students.
Why was this artifact included in the portfolio?
I selected this lesson plan as an artifact for a few reasons. First, I believe that it
showcases my ability to plan interesting and interactive lessons for different types of learners
while still meeting the curriculum standards.
Secondly, it allows me to feature my ability to provide modifications and
accommodations for students with various learning difficulties and disabilities, while still
providing a quality lesson that engages all students.
Thirdly, as previously mentioned, this lesson is part of a learning segment created in
collaboration with two other colleagues from my cohort. This demonstrates my ability to work
well with others and to adapt to different teaching styles in order to assure that our lessons would
seamlessly flow from one to the other.
Finally, this lesson encourages students to use the scientific learning method, which
pushes the students to find answers through observation and investigation. It provides a hands-on
approach to the students, which engages different types of learners.

How does this artifact provide evidence of your preparedness for a career in education
(include connections to theories, best teaching practices, theorists/experts)?
This lesson plan encourages students to use the scientific method in order to complete the
experiment. This translates into students forming a hypothesis and, through a series of
observations, tests, experiments and investigations (Rogers, 2011 Encyclopedia Britannica), to
conclude if their hypothesis was correct or not. It also encourages students to communicate
explain why their hypothesis was accurate or not. This type of learning method is one promoted
by Vygotsky. He believes that “children are curious and actively involved in their own learning
and the discovery of new understandings” (McLeod, 2018).
This lesson also includes a modeling portion. Indeed, the teacher first models the steps to
conduct the experiment before the students do it on their own. This uses of the gradual release
model, which takes its’ roots from Vygotsky’s MKO theory. Indeed, the MKO (in this case the
teacher) would first model the behavior expected and the students would then attempt to execute
it in a similar way in order to reach their ZPD. Through the use of scaffolding, the MKO’s need
to model the required behavior would lessen with time until the students would be able to
conduct the experiment on their own.
I believe that this lesson plan demonstrates my preparedness for the field of education by
featuring my planning skills and my ability to integrate differentiated learning for all types of
learners that are in my classroom. Indeed, this lesson offers visual aids (in the form of anchor
charts, science journals and booklets), the integration of technology (through the use of the video
presentation and the projector), manipulatives (for tactile learners), and allows for the choice of
various types of communication methods (drawing or writing) for the students to express
themselves in a way they are most comfortable. I also believe that this lesson plan reflects my
ability to understand different teaching principals and how to integrate them in a lesson in a way
that can appeal, engage and accommodate different types of learners while still meeting the
curriculum standards.
What are the appropriate curriculum and professional standards used for this artifact?
InTASC Core Teaching Standards
Standard # 1 Learner Development
The teacher understands how learners grow and develop, recognizing that patterns of learning
and development vary individually within and across the cognitive, linguistic, social, emotional,
and physical areas, and designs and implements developmentally appropriate and challenging
learning experiences.
1(b) The teacher creates developmentally appropriate instruction that takes into account
individual learners’ strengths, interests, and needs and that enables each learner to advance and
accelerate his/her learning.
New York State Code of Ethics for Educators
Principle 2: Educators create, support, and maintain challenging learning environments for all.
Educators apply their professional knowledge to promote student learning. They know the
curriculum and utilize a range of strategies and assessments to address differences. Educators
develop and implement programs based upon a strong understanding of human development and
learning theory. They support a challenging learning environment. They advocate for necessary
resources to teach to higher levels of learning. They establish and maintain clear standards of
behavior and civility. Educators are role models, displaying the habits of mind and work
necessary to develop and apply knowledge while simultaneously displaying a curiosity and
enthusiasm for learning. They invite students to become active, inquisitive, and discerning
individuals who reflect upon and monitor their own learning.
Principle 5: Educators collaborate with parents and community, building trust and respecting
confidentiality.
Educators partner with parents and other members of the community to enhance school programs
and to promote student learning. They also recognize how cultural and linguistic heritage,
gender, family and community shape experience and learning. Educators respect the private
nature of the special knowledge they have about students and their families and use that
knowledge only in the students' best interests. They advocate for fair opportunity for all children.
Ontario College of Teachers Standards of Practice
Commitment to Students and Student Learning
Members are dedicated in their care and commitment to students. They treat students equitably
and with respect and are sensitive to factors that influence individual student learning. Members
facilitate the development of students as contributing citizens of Canadian society.

New York State P-12 Common Core Learning Standards
NYS P-12 Science Learning Standards; Grade 3: Weather and Climate
3-ESS2-3 - Plan and conduct an investigation to determine the connections between weather and
water processes in Earth systems.
New York State Learning Standards
Standard 2: Integrated Learning
Students will demonstrate how academic knowledge and skills are applied in the workplace and
other settings.
Ontario Curriculum Standards
Ontario Science Standards; Grade 2; Understanding Earth and Space Systems: Air and Water in
the environment; Developing Investigation and Communication Skills
2.4 – investigate the stages of the water cycle, including evaporation, condensation, precipitation,
and collection.
2.6 - use appropriate science and technology vocabulary, including solid, liquid, vapour,
evaporation, condensation, and precipitation in oral and written communication
DOE Claims
Claim 1: Medaille College graduates know the subject matter in their certification area(s)
Claim 2: Medaille College graduates meet the needs of diverse learners through
effective pedagogy and best teaching practices.

CAEP Standards
Standard 1.1 Candidates demonstrate an understanding of the 10 InTASC standards at the
appropriate progression level(s) in the following categories: the learner and learning; content;
instructional practice; and professional responsibility.
Standard 1.4 Providers ensure that candidates demonstrate skills and commitment that afford
all P-12 students access to rigorous college- and career-ready standards (e.g., Next Generation
Science Standards, National Career Readiness Certificate, Common Core State Standards.
ISTE Standards for Students
4a. Students know and use a deliberate design process for generating ideas, testing theories,
creating innovative artifacts or solving authentic problems.
4c. Students develop, test and refine prototypes as part of a cyclical design process.
ISTE Standards for Educators
5. Designer
Educators design authentic, learner-driven activities and environments that recognize and
accommodate learner variability. Educators:
5a. Use technology to create, adapt and personalize learning experiences that foster independent
learning and accommodate learner differences and needs.

International Literacy Association Professional Standards
Element 2.2
Candidates use appropriate and varied instructional approaches, including those that develop
word recognition, language comprehension, strategic knowledge, and reading–writing
connections.
Element 5.4
Candidates use a variety of classroom configurations (i.e., whole class, small group, and
individual) to differentiate instruction.
Council for Exceptional Children (CEC)
Standard 3:
Beginning special education professionals use knowledge of general and specialized curricula to
individualize learning for individuals with exceptionalities.
Standard 5:
Beginning special education professionals select, adapt, and use a repertoire of evidence-based
instructional strategies to advance learning of individuals with exceptionalities.

Medaille College Department of Education - Lesson Plan
Teacher Candidate’s Name: Marie-Hélène Cordeau Date: March 10, 2019
Context for Learning (edTPA)
Where is the school where you are teaching located? City: _______ Suburb: _______ Town:_______ Rural: __x____
Grade level: ___2_____ Number of students in the class: ___24_____
Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will affect your
instruction in this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent
Classifications/Needs Students IEP Goals
 teacher uses mic to amplify sound in classroom
1  face student when giving directions
IEP  preferential seating (front of class)
 hard of hearing (uses hearing aid)  check for understanding
 write instructions on board when applicable
 visual schedule of lesson crossing out parts of
lesson as they are completed
Students with Specific Language Needs
Language Needs Number of Supports, Accommodations, Modifications
Students
 30 min/day pull out with ESL teacher
ESL 2  30 min/day pull out with reading teacher
 spanish (one student)  vocab/worksheets to reading teacher for review
 punjabi (one student) with students ahead of lesson
 Directions read aloud
Students with Other Learning Needs

Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students
Struggling Readers  30 min/day pull out with reading teacher
 vocab/worksheets to reading teacher for review
with students ahead of lesson
Lesson ___2___ of a ___3___ Day Learning Segment
Subject and Lesson Topic: Water Cycle
Grade Level: 2 Lesson Duration: 40 minutes
Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, essential question, or topic within
the curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).
The central focus of this learning segment is for students to gain knowledge in the stages of the water cycle as it connects to weather using
appropriate vocabulary in a variety of written and oral communication methods while safely conducting an experiment investigating the water
cycle.
Knowing Your Learners
Using Prior Knowledge
What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)
Based on standards in previous grades, students learned the impact of daily and seasonal changes on living things, including humans. This includes how the
amount of heat from the sun changes throughout the day and in various seasons, as well as how these factors affect water supplies and how living things require
water in order to survive (grade one Ontario, Kindergarten New York State).
Based on our location, students have also seen and felt precipitation (in the form of rain and snow). They have awareness that precipitation is water that falls, in
various forms, from the clouds in the sky.
How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)
Based on this information we will use the students’ prior knowledge of the sun and water to further develop their understanding of the water cycle.
Using Student Assets

What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook, Task 1, Prompt 2b)
Students are from various religious and ethnic backgrounds. Students and their families have had different experiences and spiritual connections with the sun and
water. Students will be able to share these experiences and beliefs on the importance of the sun and water on all living things.
How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)
Since students have different backgrounds and different experiences with the sun and forms of precipitations, we will draw from their personal experiences and
knowledge to engage the students about the water cycle.
Curriculum Standards
Ontario; Grade 2; Understanding Earth and Space Systems: Air and Water in the environment; Developing Investigation and Communication Skills
2.4 – investigate the stages of the water cycle, including evaporation, condensation, precipitation, and collection.
2.6 - use appropriate science and technology vocabulary, including solid, liquid, vapour, evaporation, condensation, and precipitation in oral and
written communication
NYS; Grade 3; Weather and Climate

3-ESS2-3 - Plan and conduct an investigation to determine the connections between weather and water processes in Earth systems.
Objectives Assessment Modifications to Assessments

Using Bloom’s Taxonomy, include statements that Using formal and/or informal assessment tools, how If applicable, explain how you will adapt
identify what students will be able to do by the end of will you evaluate and document your students’ assessments to allow students with specific needs to
the lesson and are aligned to the standards identified progress on each of the objectives? demonstrate their learning.
above. (edTPA Task 1, Prompt 5b)
Students will be able to recall the four stages (Informal) Teacher will formatively assess students’  Use mic during the lesson
of the water cycle ability to recall the four main stages of the water  Use large scale water cycle model on the
cycle while students help the teacher complete, board
through the use of discussions, a blank water cycle  Say the words out loud as teacher writes
model.
them on the board
 Have the vocabulary anchor charts on
the walls as a visual reference
 Check for understanding
Students will be able to use the appropriate (Formal) Teacher will assess the student’s  Use mic during the lesson
vocabulary in writing their hypothesis. proper use of the scientific vocabulary by  Allow extra time to ESL students to form
reading the student’s hypothesis written in their hypothesis.
the experiment journal.  Help ESL students write their hypothesis
through cooperative learning.
Students will be able to identify the stages of (Informal) Teacher will observe the  Use mic during the lesson
the water cycle through a science students individually, while conducting  Read instructions out loud as teacher
experiment. their experiment, by doing regular check writes instructions on the board.
ins.
(Informal) Teacher will assess students’
first observations by having them complete
an exit ticket.
Academic Language Demands Instructional Supports

(edTPA Task 1, Prompt 4c) Strategies teachers provide to help learners understand, use, and practice the
concepts (edTPA Task 1, Prompt 4d)
Function
Looking at your standards and objectives, Identify - Teacher will show a video that explains the water cycle.
choose the one Bloom’s word that best - Teacher will model the steps of the experiment
describes the active learning essential for - Teacher will provide students a science booklet and an experiment
students to develop understanding of journal that include the appropriate scientific vocabulary and
concepts within your lesson. worksheets showing the stages of the water cycle.
- Teacher will also provide vocabulary anchor charts on the board
throughout the whole lesson.
Vocabulary Collection
Key words and phrases students need to be Condensation - Teacher will provide students with a visual support in the form of
able to understand and use Precipitation a vocabulary anchor charts.
Evaporation - Teacher will provide students a science booklet containing the
Water Cycle vocabulary words used in this learning segment.
Hypothesis - The proper scientific vocabulary will be used many times
throughout the lesson and learning segment.
Syntax
Describe ways in which students will Students will help teacher - Teacher will show a video that explains the steps of the water
organize language (symbols, words, complete in the proper order a cycle.
phrases) to convey meaning. blank water cycle model. - Teacher will provide students with a visual support in the form of
a vocabulary anchor charts.
- Teacher will provide students a science booklet containing the
vocabulary words used in this learning segment.
Discourse
How members of a discipline talk, write, Students will use expressive skills - Teacher will provide students with a visual support in the form of
and participate in knowledge construction when they engage in whole class a vocabulary anchor charts.
and communicate their understanding of discussion and in order to - Teacher will provide students a science booklet containing the
the concepts communicate their hypothesis and vocabulary words used in this learning segment.
their initial observations their - Teacher will use large scale water cycle model on the board to
experiment journal. encourage whole class discussion
- Teacher will provide an experiment journal to allow students to
write their hypothesis and document their findings.
- Teacher will provide an exit ticket for students to write or draw
their initial observations.
Instructional Process Accommodations and/or

Modifications and/or Supports
Anticipatory Set/Motivator  Teacher uses mic to amplify sound in
classroom
1.The purpose of this lesson is to help students identify the stages of the water cycle through a  Teacher will provide students with a
science experiment. visual support in the form of a
2. In order to access prior knowledge, teacher will show a video that explains the stages of the water vocabulary anchor charts.
cycle (edited Magic School Bus “All Wet” Episode).  Teacher will provide students a science
3. Teacher will transition into the instructional procedure by having the students, through a whole booklet containing the vocabulary words
class discussion, help teacher recall the stages of the water cycle. used in this learning segment.
 Teacher will use large scale water cycle
model on the board to encourage whole
class discussion
 Teacher will say the words out loud as
teacher writes them on the board
Instructional Procedures  Teacher uses mic to amplify sound in
classroom
1. “Now that we are very familiar with the steps of the water cycle, let’s see if we can recreate it  Teacher will provide students with a visual
in our own classroom.” support in the form of a vocabulary anchor
2. Teacher will distribute a experiment journal (Appendix B) charts.
3. Teacher will ask the students to open their experiment journal to page 1.  Teacher will provide students a science
booklet containing the vocabulary words
4. Teacher will read out loud the instructions for the experiment.
used in this learning segment.
5. Teacher will ask the students to turn to page 2 of their experiment journal.
 Teacher will provide students an experiment
6. Teacher will ask students prompting questions such as “what do you think will happen to the journal with the experiment instructions.
water in the baggie?” “ Do you think you will be able to see some of the stages of the water  Teacher will allow extra time to ESL
cycle?” “If so, which ones do you think you will see?” students to form their hypothesis.
7. Teacher will ask the students to write their hypothesis in their experiment journal using the
appropriate vocabulary.
8. Teacher will pair students with their elbow partner to discuss their hypothesis and work,
through cooperative leaning, on the sentence structure and choice of vocabulary.
9. Teacher will walk around the class, ask additional prompting questions and check in to assess
students’ progress and understanding.
10. Teacher will ask students to go back to their individual seat.
11. Teacher will then model (“I do”), using the materials, how to follow the steps to conduct the
first part of the experiment.
12. Teacher will check for understanding before moving on to the next step.
13. Teacher will then distribute the materials (with the exception of the water and food coloring).
14. Teacher will instruct students to begin the preparation of their experiment (“You do”).
15. Teacher will instruct students that when they are ready, to come, one by one, to the front and
select a color for their water.
16. Teacher will assist students in poring the water into their baggies and coloring their water.
17. Students will then go back to their seat and continue to complete their experiment journal by
drawing or writing the materials they have used.
18. Once every student has their baggies filled with water, teacher will assist students in taping
their baggies on the classroom window.
19. Students will then go back to their seat and finish completing the first part of their
experiment journal.
20. Teacher will walk around the class, ask additional prompting questions and check in to assess
students’ progress and understanding.
Closure
 Teacher uses mic to amplify sound in
“Ladies and gentlemen, today we reviewed the stages of the water cycle they are: classroom
(have the whole classroom discussion)  Teacher will provide students with a visual
1. Precipitation support in the form of a vocabulary anchor
2. Collection charts.
3. Evaporation  Teacher will point to the proper word on the
vocabulary anchor chart when the stage is
4. Condensation
named
“We also tried to create a miniature version of the water cycle in our own classroom. Tomorrow we
will be able to better observe what happened to our water and to see if our hypothesis was right.”  Teacher will provide students an experiment
journal with the experiment instructions and
“Now before we go, I would like you to detach the last page of your experiment journal. an exit ticket.
It’s your exit ticket. On it, you will write or draw what you first noticed since we taped your baggie to  Teacher will allow extra time to ESL
the window. Did you see any changes happen to the water? Is your baggie still clear? Once you are students to complete their exit ticket.
done hand in your ticket before leaving the classroom.
Thank you!
List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class handouts, assignments, slides, and
interactive white-board images.
Technology:
- Edited Magic School Bus “All Wet” Episode (Appendix A) - Projector - Computer
Experiment materials:
- Baggies (minimum of 25) -Water - Food coloring - Tape - Permanent markers - Experiemtn/Science journal (Appendix B)
Additional resources:
- Vocab Anchor Chart (Appendix C) - Science Notebook (Appendix D) -White-board or Blackboard - Markers or chalk
Appendix A
The original Magic School Bus “ All Wet Episode” episode is on YouTube:
Video 1
https://www.youtube.com/watch?v=YAI44NHvZ5o&index=3&list=PLo2mLwUHhB
urFSXBy5jJ_KcalaxcNI0dT
Video 2
https://www.youtube.com/watch?v=H1EmlU60EtA&list=PLo2mLwUHhBurFSXBy5
jJ_KcalaxcNI0dT&index=4
Video 3
https://www.youtube.com/watch?v=ZYnbRssRPCY&list=PLo2mLwUHhBurFSXBy5j
J_KcalaxcNI0dT&index=5
Video 4
https://www.youtube.com/watch?v=yBc8U6I8oN0&list=PLo2mLwUHhBurFSXBy5j
J_KcalaxcNI0dT&index=6
Video 5
https://www.youtube.com/watch?v=Fc765mYKA-
8&list=PLo2mLwUHhBurFSXBy5jJ_KcalaxcNI0dT&index=7
The edited Magic School Bus “ All Wet Episode” has the same content but it shortened the video
to be 6mins and 22 seconds. It contains all the main components of the original video, without
the additional side stories.

Appendix B
Instructions
The Steps
1. Collect your materials
2. Write your name on the baggie
3. Draw the water cycle on the baggie
4. Select the color of the water
5. Place a few drops of the food coloring in your baggie
6. Add water
7. Tightly close your baggie
8. Tape your baggie to the classroom window

My Science Project
Date: ____________
Hypothesis:
Materials Needed
EXIT
TICKET
Name: _________________
Date: __________________
Appendix C
Vocabulary Anchor chart
(To be filled in class during lesson 1)
N.B. Emily Schumacher created this vocabulary anchor chart for the first lesson plan of our
water cycle lesson segment.

Appendix D
Science Notebook
Vocabulary (fill in)

Words Pictures Definitions
The water cycle
Condensation
Evaporation Precipitation
Collection
Fill in the Blank:
The ______ cycle

Section Three Part 1

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Section Three Part 1

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MSED ELEMENTARY PORTFOLIO PROJECT

Section Three: Teacher Candidate Artifacts

as being ethnically and religiously responsible), Literacy, Math/Science, Professional

Development, Technology and Professional Dispositions.

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Artifact #1: Weebly website

(http://mademoisellecordeau.weebly.com). This website was created as an assignment for the

to my fictional Grade 4 classroom.

Why was this artifact included in the portfolio?

whether academic or behavioral, promptly throughout the school year.

Finally, the website allows me to begin creating meaningful relationships with my

broach throughout the school year.

(include connections to theories, best teaching practices, theorists/experts)?

Flemming encourages educators to implement differential learning in the classroom in order to

achievement gap (Ontario Government Services, 2013,11).

As previously mentioned, this website also enables to create a classroom community

of their knowledge and interests on various subjects.

their child’s success.

InTASC Core Teaching Standards

Standard # 3 Learning Environments

appropriate, safe, and effective ways.

New York State Code of Ethics for Educators

understanding what is known, pursuing further knowledge, contributing to the generation of

Ontario College of Teachers Standards of Practice

Commitment to Students and Student Learning

facilitate the development of students as contributing citizens of Canadian society.

Leadership in Learning Communities

these learning communities.

New York State Learning Standards

Standard 2: Integrated Learning

effective pedagogy and best teaching practices.

Claim 3: Medaille College graduates are caring educators.

Standard 1.1 Candidates demonstrate an understanding of the 10 InTASC standards at the

instructional practice; and professional responsibility.

ISTE Standards for Students

ISTE Standards for Educators

exhibit empathetic behavior online that build relationships and community.

resources and fosters digital literacy and media fluency.

intellectual rights and property.

and interact with them as co-collaborators in student learning.

accommodate learner variability. Educators:

learning and accommodate learner differences and needs.

International Literacy Association Professional Standards

Council for Exceptional Children (CEC)

emotional well being, positive social interactions, and self-determination.

This Artifact is available at the following URL address:

N.B. Assignment not completed, due on August 3rd, 2019.

[Back to Table of Contents]

Artifact #2: Science lesson plan

the water cycle for a diverse class of Grade 2 students.

Why was this artifact included in the portfolio?

while still meeting the curriculum standards.

Secondly, it allows me to feature my ability to provide modifications and

providing a quality lesson that engages all students.

Thirdly, as previously mentioned, this lesson is part of a learning segment created in

seamlessly flow from one to the other.

approach to the students, which engages different types of learners.

(include connections to theories, best teaching practices, theorists/experts)?

observations, tests, experiments and investigations (Rogers, 2011 Encyclopedia Britannica), to

and the discovery of new understandings” (McLeod, 2018).

conduct the experiment on their own.

InTASC Core Teaching Standards

Standard # 1 Learner Development

Grade level: _2_ Number of students in the class: _24_____

Lesson _2_ of a _3_ Day Learning Segment