grand canyon eed364 week 8 Assignment Integrating Science and Mathematics (Benchmark Assessment)

09 Jun grand canyon eed364 week 8 Assignment Integrating Science and Mathematics (Benchmark Assessment)

Question
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 .gcu.edu/AngelUploads/Files/admin/ssc/colleges/coe.html” title=”blocked::_http://angel02.gcu.edu/AngelUploads/Files/admin/ssc/colleges/coe.html”>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 Eng