Solved by a verified expert:EED 364 Curriculum,
Assessment and Methods: Science and Mathematics
Benchmark Assessment and Rubric
Targeted Essential Learning
Effective teachers will use research based,
best practices to design, plan, implement, and manage instruction that is
aligned to elementary science academic standards. (APTS 1, 3, 7; INTASC 1, 7)
Assessment Tool Selected
Integrated Math and Science
Unit Plan
Specific Performance/Task(s)
·
Create a standards-based unit
plan for an elementary classroom. (APTS 1.1-.3, 1.12; 7.1)
·
Identify and use a variety of
materials and resources in the plan. (APTS 1.3; 3.11)
·
Use differentiation of
instruction to meet needs of diverse learners. (APTS 1.4; 3.8.1)
·
Manage materials, equipment,
and other resources to affect the learning environment. (APTS 1.7, 3.11)
·
Model and/or explain skills,
concepts, attributes, and critical thinking processes. (APTS 3.4)
Relevancy of Task to Teacher
Candidate
By designing a comprehensive
science unit plan that focuses on an elementary science academic standard, teacher
candidates will be able to teach science concepts and processes that
incorporate language arts and mathematics to elementary students.
General
Practicum Information
·
This course requires a
practicum experience. Familiarize yourself with the Practicum Manual and its
associated forms found in each ANGEL classroom: Student Success Center >
Getting Started > GCU College of Education > Practicum
Manual-Undergraduate.
·
Students’ practicum experiences
should follow the practicum experience requirements, including the diversity
and hour requirements for this course on the Practicum Placement Form.
·
Students should fill out the
Practicum Placement Form and Observation Record. Complete the form with the
names of the schools and grade levels where the observations took place and
document the hours spent in the classroom. Submit the form to the course
instructor along with your Benchmark Assessment in Module 8.
·
Spend 20 hours split between
two classrooms, grades 4?8. Let your mentors know that you are working on developing
your lesson planning skills. All observations must be done during the teaching
of math and science lessons. Throughout the practicum, observe and interview
your mentors. Two observations must be in different grade levels and one
placement must be in a Title 1 school.
Assessment: Student
Prompts/Teacher Directions
1)
Individual:
a)
Benchmark Assessment: Integrating Science and Mathematics
i)
Create a
unit of study integrating science and math content of fractions, decimals,
and/or percents.
ii)
Ensure you
have listed each of the science (NSES)) and math (NCTM) standards to include
learning goals and objectives.
iii)
Create the
unit of study to include the following:
(1)
clear-cut
objectives that align to standards
(2)
relevant materials
and resources
(3)
differentiation
of instruction to address the diverse needs of students. Name the
differentiation strategies for the specific diverse groups.
(4)
problem
solving and inquiry strategies
(5)
the twelve
science processes
(6)
concrete manipulatives to help develop science and
fraction/decimal sense
(7)
informal and/or formal assessment that align with objectives
(8)
authentic,
formative and/or summative assessments
(9)
allow for
student reflection
iv)
Write a
narrative of 1,000-1,250 words that addresses the assignment criteria, gives
specific examples from the unit of study, and state your rationale.
v)
Prepare this assignment
according to the APA guidelines found in the GCU APA Style Guide, located in
the Student Success Center. An abstract is not
required. Include an appendix to the paper that is a copy of the unit of study.
vi)
Submit the assignment to the
instructor by the end of Module 8.
vii) Additionally, submit the assignment in TaskStream.Directions for submitting to TaskStream can be found
on the College
of Education’s page in the Student Success Center.
Scoring Tool/Guide (Rubric)
Integrating Science and Mathematics
Criteria
1: Unsatisfactory
2: Less than Satisfactory
3: Satisfactory
4: Good
5: Excellent
Applying ACEI Standards 15%
1.0 Development, Learning, and Motivation (1.67%)
Candidates do
not know, understand, or use the major concepts, principles, theories, and
research related to development of children and young adolescents to
construct learning opportunities that support individual students’
development, acquisition of knowledge, and motivation.
Candidates know
and understand some of the concepts, principles, theories, and research
related to development of children and young adolescents to construct
learning opportunities that support individual students’ development,
acquisition of knowledge, and motivation but rarely use them effectively.
Candidates know,
understand, and effectively use the major concepts, principles, theories, and
research related to development of children and young adolescents to
construct learning opportunities that support individual students’ development,
acquisition of knowledge, and motivation.
Candidates know,
understand, and carefully use the major concepts, principles, theories, and
research related to development of children and young adolescents to
construct learning opportunities that support individual students’
development, acquisition of knowledge, and motivation.
Candidates know,
understand, and methodically use the major concepts, principles, theories,
and research related to development of children and young adolescents to
construct learning opportunities that support individual students’
development, acquisition of knowledge, and motivation.
2.2 Science (1.67%)
Candidates do
not know, understand, or use fundamental concepts of physical, life, and
earth/space sciences. Candidates cannot design or implement age-appropriate inquiry lessons
to teach science, to build student understanding for personal and social
applications, and to convey the nature of science
Candidates know
and understand some fundamental concepts of physical, life, and earth/space
sciences but rarely use them effectively. Candidates can design but rarely
implement age-appropriate inquiry lessons effectively to teach science, to
build student understanding for personal and social applications, and to
convey the nature of science.
Candidates know,
understand, and effectively use fundamental concepts of physical, life, and
earth/space sciences. Candidates can effectively design and implement
age-appropriate inquiry lessons to teach science, to build student
understanding for personal and social applications, and to convey the nature
of science
Candidates know,
understand, and use fundamental concepts of physical, life, and earth/space
sciences. Candidates carefully design and implement age-appropriate inquiry
lessons to teach science, to build student understanding for personal and
social applications, and to convey the nature of science
Candidates know,
understand, and use fundamental concepts of physical, life, and earth/space
sciences. Candidates can methodically design and implement age-appropriate
inquiry lessons to teach science, to build student understanding for personal
and social applications, and to convey the nature of science
2.3 Mathematics (1.67%)
Candidates do
not know, understand, or use the major concepts and procedures that define
number and operations, algebra, geometry, measurement, and data analysis and
probability. so they do not engage problem solving, reasoning or proof,
communication, connections, or representation
Candidates know
and understand some of the major concepts and procedures that define number
and operations, algebra, geometry, measurement, and data analysis and
probability but rarely use them. In doing so they rarely engage problem
solving, reasoning and proof, communication, connections, and representation.
Candidates know,
understand, and use the major concepts and procedures that define number and
operations, algebra, geometry, measurement, and data analysis and
probability. In doing so, they sometimes engage problem solving, reasoning
and proof, communication, connections, and representation.
Candidates know,
understand, and use the major concepts and procedures that define number and
operations, algebra, geometry, measurement, and data analysis and
probability. In doing so they generally engage problem solving, reasoning and
proof, communication, connections, and representation
Candidates know,
understand, and use the major concepts and procedures that define number and
operations, algebra, geometry, measurement, and data analysis and
probability. In doing so they consistently engage problem solving, reasoning
and proof, communication, connections, and representation
3.1Integrating and Applying Knowledge for
Instruction (1.67%)
Candidates do not plan or implement
instruction based on knowledge of students, learning theory, connections
across the curriculum, curricular goals, or community.
Candidates rarely plan or implement
instruction based on knowledge of students, learning theory, connections
across the curriculum, curricular goals, and community.
Candidates plan and implement instruction
based on knowledge of students, learning theory, connections across the
curriculum, curricular goals, and community.
Candidates skillfully plan and implement
instruction based on knowledge of students, learning theory, connections
across the curriculum, curricular goals, and community.
Candidates methodically plan and implement
instruction based on knowledge of students, learning theory, connections
across the curriculum, curricular goals, and community.
3.2
Adaptation to Diverse Students (1.67%)
Candidates do
not understand how elementary students differ in their development and
approaches to learning, nor do they create instructional opportunities that
are adapted to diverse students.
Candidates do
not completely understand how elementary students differ in their development
and approaches to learning, and rarely create instructional opportunities
that are adapted to diverse students.
Candidates
understand how elementary students differ in their development and approaches
to learning, and create instructional opportunities that are adapted to
diverse students.
Candidates
understand how elementary students differ in their development and approaches
to learning, and skillfully create instructional opportunities that are
adapted to diverse students.
Candidates
understand how elementary students differ in their development and approaches
to learning, and methodically create instructional opportunities that are
adapted to diverse students.
3.3
Development of Critical Thinking and Problem Solving (1.67%)
Candidates do
not understand or use a variety of teaching strategies that encourage
elementary students’ development of critical thinking or problem solving.
Candidates
understand but rarely use a variety of teaching strategies that encourage
elementary students’ development of critical thinking and problem solving.
Candidates
understand and use a variety of teaching strategies that encourage elementary
students’ development of critical thinking and problem solving.
Candidates
understand and efficiently use a variety of teaching strategies that
encourage elementary students’ development of critical thinking and problem
solving.
Candidates
understand and meticulously use a variety of teaching strategies that
encourage elementary students’ development of critical thinking and problem
solving.
3.4 Active Engagement in Learning (1.66%)
Candidates do
not use their knowledge and understanding of individual and group motivation
and behavior among students at the K-6 level to foster active engagement in
learning, self motivation, and positive social interaction and to create
supportive learning environments
Candidates
rarely use their knowledge and understanding of individual and group
motivation and behavior among students at the K-6 level to foster active
engagement in learning, self motivation, and positive social interaction and
to create supportive learning environments
Candidates use
their knowledge and understanding of individual and group motivation and
behavior among students at the K-6 level to foster active engagement in
learning, self motivation, and positive social interaction and to create
supportive learning environments
Candidates
carefully use their knowledge and understanding of individual and group
motivation and behavior among students at the K-6 level to foster active
engagement in learning, self motivation, and positive social interaction and
to create supportive learning environments
Candidates
masterfully use their knowledge and understanding of individual and group
motivation and behavior among students at the K-6 level to foster active
engagement in learning, self motivation, and positive social interaction and
to create supportive learning environments
4.0 Assessment for Instruction (1.66%)
Candidates do
not know, understand, or use formal and informal assessments strategies to
plan, evaluate or strengthen instruction that will promote continuous
intellectual, social, emotional, and physical development of elementary
student.
Candidates know,
understand, but rarely use some formal and informal assessments strategies to
plan, evaluate and strengthen instruction that will promote continuous
intellectual, social, emotional, and physical development of elementary
student.
Candidates know,
understand, and use formal and informal assessments strategies to plan,
evaluate and strengthen instruction that will promote continuous
intellectual, social, emotional, and physical development of elementary
student.
Candidates know,
understand, and effectively use formal and informal assessments strategies to
plan, evaluate and strengthen instruction that will promote continuous
intellectual, social, emotional, and physical development of elementary
student.
Candidates know,
understand, and strategically use formal and informal assessments strategies
to plan, evaluate and strengthen instruction that will promote continuous
intellectual, social, emotional, and physical development of elementary
student.
5.1 Professional Growth, Reflection, and Evaluation (1.66%)
Candidates are
not aware of and do not reflect on their practice in light of research on
teaching, professional ethics, and resources available for professional
learning; they do not evaluate the effects of their professional decisions
and actions on students, families and other professionals in the learning
community or actively seek out opportunities to grow professionally.
Candidates are
rarely aware of and scarcely reflect on their practice in light of research
on teaching, professional ethics, and resources available for professional
learning; they seldom evaluate the effects of their professional decisions
and actions on students, families and other professionals in the learning
community and do not seek out opportunities to grow professionally.
Candidates are
aware of and reflect on their practice in light of research on teaching,
professional ethics, and resources available for professional learning; they
occasionally evaluate the effects of their professional decisions and actions
on students, families and other professionals in the learning community and
seek out opportunities to grow professionally.
Candidates are
aware of and reflect on their practice in light of research on teaching,
professional ethics, and resources available for professional learning; they
typically evaluate the effects of their professional decisions and actions on
students, families and other professionals in the learning community and seek
out opportunities to grow professionally.
Candidates are
aware of and reflect on their practice in light of research on teaching,
professional ethics, and resources available for professional learning; they
continually evaluate the effects of their professional decisions and actions
on students, families and other professionals in the learning community and
actively seek out opportunities to grow professionally.
Content 70%
Standards and Objectives (17.5%)
No standards are
mentioned in lesson. Lesson objectives are not aligned to standards.
Standards are
inconsistently alluded to in lesson. Lesson objectives are minimally aligned
to standards. Too many or too few standards are included. (Lesson may name
many standards instead of focusing on important, key standards; alternately,
lesson may not name relevant key standards).
Some relevant
standards addressed are referenced in the objectives. Some key standards are
identified. Lesson is mostly influenced by standards.
Relevant
standards are referenced in the objectives. Most key standards are
identified. Lesson is clearly aligned to standards.
Key applicable
standards are thoroughly referenced in the objectives. Lesson is guided by
and aligned to standards.
12
Science Processes (17.5%)
12 Science Processes
are missing.
12 Science Processes
are either missing or incomplete
The 12 Science
Processes are present.
All of the 12
science processes are present and clear.
All of the 12
science processes are present, and are presented clearly and coherently.
Differentiation,
and Problem-solving activities (including concrete manipulatives)/strategies
in the Unit of study (17.5%)
ACEI 1, 2.3,
3.1, 3.2, 3.3, 3.4; NMSA 1, 3, 4, 5
Differentiation, and Problem –solving activities/strategiesare absent or unrelated to objectives. No
differentiation of instruction is mentioned.
Many Differentiation, and Problem –solving
activities/strategies are extraneous and irrelevant. A limited or
unsuccessful attempt is made to individualize activities for learning styles
or strengths.
Differentiation, and Problem –solving activities/strategies relate to objectives, but some are
extraneous. Activities are mostly accessible to students with different
learning styles and strengths.
Lesson plan
includes differentiated instruction
and Problem –solving activities/strategies, limited to either gifted
students, English language learners, or
students with special needs.
Differentiation, and Problem –solving activities/strategies provide a logical path to meeting
objectives. Activities are accessible to students of more than one learning
style or strength.
Lesson includes
varied differentiated instruction and
Problem –solving activities/strategies for gifted students, English
language learners, and students with special needs.
Students of many
learning styles and strengths can benefit from the Differentiation, and Problem –solving activities/strategies.
Lesson clearly
offers appropriate, creative, and well-integrated challenges for students of
all levels, including gifted students, English language learners, and
students with special needs.
Assessments-informal
and/or formal assessment that align with objectives;
Authentic,
formative and/or summative assessments.
Lesson allows
for student Reflection (17.5%)
ACEI 3.5, 4.0, 5.1; NMSA 3, 5, 7
Assessments are
missing; lesson doesn’t allow for student reflection
Some assessments
are present; lesson doesn’t allow for student reflection.
Most assessment
types stated in the assignment’s criteria are present; most align to the
objectives; lesson includes student reflection
Assessments are
complete. Most align with the unit objectives; lesson includes student
reflection
Assessments are
comprehensive and are aligned with the Unit objectives; lesson includes
student reflection.
Organization,
Format and Mechanics 15%
Organization (5%)
There is no unity and
coherence. No apparent connections between paragraphs. Transitions are
inappropriate to purpose and scope. Organization is disjointed.
Organization and
structure of the paper detract from the writer’s message. Introduction is
missing. Paragraphs are disjointed and do not transition ideas smoothly and
logically. Conclusion is missing.
Structure of the
paper is not easy to follow. Introduction is provided but it does not preview
all major points. Paragraph transitions need improvement. Conclusion is
provided but does not flow from the body of the paper.
Structure of the
paper is clear and easy to follow. Introduction provides sufficient
background on the topic, and previews major points. Paragraph transitions are
present and logical, and maintain the flow of thought throughout the paper.
Structure of the
paper is clear and easy to follow. Introduction provides extensive background
on the topic, and previews major points. Paragraph transitions are present
and logical, and maintain the flow of thought throughout the paper.
Conclusion is logical, flows from the body of the paper, and does not include
new information.
Research
Citations
(In-text citations for paraphrasing and direct quotes, Reference page listing
and formatting; as appropriate to assignment and style) (5%)
No reference page; no citations
Reference page is present; Citation is
inconsistently used
Reference Page is included which lists
sources used in paper; Sources are appropriately documented, although some
errors may be present
Reference Page is present and fully
inclusive of all cited sources; Documentation is appropriate and citation
style is usually correct
In-text citations and a Reference Page
are complete. The documentation of cited sources is error-free
Mechanics of Writing (includes spelling, punctuation, grammar, etc.) (5%)
Surface
errors are pervasive enough that they impede communication of meaning.
Frequent and
repetitive mechanical errors distract the reader.
Some
mechanical errors or typos are present, but are not overly distracting to the
reader.
Prose is
largely free of mechanical errors, although a few may be present.
Writer is
clearly in control of standard, written American English.
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