Benchmark- Integrating Science and Mathematics
April 8th, 2022
PLEASE USE TEMPATE
Create a unit plan integrating science and math content of fractions, decimals, and/or percents.
Ensure you have listed each of the science (NSES)) and math (NCTM) standards to include learning goals and objectives.
Create the unit plan including the following:
- Clear-cut objectives that align to standards
- Relevant materials and resources
- Differentiation of instruction to address the diverse needs of students. Name the differentiation strategies for the specific diverse groups. Problem solving and inquiry strategies
- The 12 science processes
- Concrete manipulatives to help develop science and fraction/decimal sense
- Informal and/or formal assessment that align with objectives
- Authentic, formative and/or summative assessments
- Allow for student reflection
Write a narrative of 1,000-1,250 words that addresses the assignment criteria, gives specific examples from the unit plan, and state your rationale.
Prepare this assignment according to the 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 plan.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Welcome to the final week! This week we will be exploring how to create a unit that integrates both math and science. It is cross curricular. Your assignment this week is the benchmark assignment for the course. Review the benchmark document found in the syllabus for specific instructions for the assignment.
- I have attached a template in the course add-ons. I strongly suggest that you use the template for this assignment.
- Be sure to review the rubric for this assignment before submitting.
- You will need to submit this assignment both in the Loud Cloud classroom and in Task Stream. A 20% deduction will be taken if you do not submit to Task Stream, per university policy.
- Remember to also submit your practicum log showing 20 hours.
Again, you will be turning in the following to both Loud Cloud and Task stream: This can be submitted as 1 document or attached separately.
1) Assignment Template (this is the reflection piece)
2) Unit Pan: Have 5 lesson plans.
3) Practicum Log-show all 20 hours
Friendly Reminders and Common Questions
1) What if I was simply unable to complete the practicum, even with the deadline? You must take the 20% deduction from the benchmark. You could still pass the course however.
2) When you are designing your unit plan, remember it needs to be for grades 3 to 8.
3) Remember you need to have 5 total lessons to make up the unit plan.
4) Everyone must have the following submitted into Loud cloud AND Task stream by Sunday: Do not forget to include the Task stream rationale to avoid a deduction. Here is the website: http://www.gcu.edu/Documents/Adding-your-RATIONALE-to-Each-Module-14.pdf
Benchmark- Integrating Science and Mathematics
|
|
1
Unsatisfactory 0.00% |
2
Less than Satisfactory 65.00% |
3
Satisfactory 75.00% |
4
Good 85.00% |
5
Excellent 100.00% |
|
|---|---|---|---|---|---|---|
| 15.0 %Applying ACEI Standards | ||||||
| 2.0 % 1.0 Development, Learning, and Motivation | Does 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. | Knows and understands 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 uses them effectively. | Knows, understands, and effectively uses 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. | Knows, understands, and carefully uses 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. | Knows, understands, and methodically uses 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. | |
| 15.0 %Applying ACEI Standards | ||||||
| 2.0 % 2.2 Science | Does not know, understand, or use fundamental concepts of physical, life, and earth/space sciences. 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. | Knows and understands some fundamental concepts of physical, life, and earth/space sciences, but rarely use them effectively. Can design, but rarely implements age-appropriate inquiry lessons effectively to teach science, to build student understanding for personal and social applications, and to convey the nature of science. | Knows, understands, and effectively uses fundamental concepts of physical, life, and earth/space sciences. 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. | Knows, understands, and uses fundamental concepts of physical, life, and earth/space sciences. Carefully designs and implements age-appropriate inquiry lessons to teach science, to build student understanding for personal and social applications, and to convey the nature of science. | Knows, understands, and uses fundamental concepts of physical, life, and earth/space sciences. 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 | |
| 15.0 %Applying ACEI Standards | ||||||
| 2.0 % 2.3 Mathematics | Does not know, understand, or use the major concepts and procedures that define numbers and operations, algebra, geometry, measurement, and data analysis and probability. Does not engage in problem solving, reasoning or proof, communication, connections, or representation. | Knows and understands some of the major concepts and procedures that define numbers and operations, algebra, geometry, measurement, and data analysis and probability, but rarely uses them. Rarely engages in problem solving, reasoning and proof, communication, connections, and representation. | Knows, understands, and uses the major concepts and procedures that define numbers and operations, algebra, geometry, measurement, and data analysis and probability. Sometimes engages in problem solving, reasoning and proof, communication, connections, and representation. | Knows, understands, and uses the major concepts and procedures that define numbers and operations, algebra, geometry, measurement, and data analysis and probability. Generally engages in problem solving, reasoning and proof, communication, connections, and representation. | Knows, understands, and uses the major concepts and procedures that define numbers and operations, algebra, geometry, measurement, and data analysis and probability. Consistently engages in problem solving, reasoning and proof, communication, connections, and representation. | |
| 15.0 %Applying ACEI Standards | ||||||
| 2.0 % 3.1Integrating and Applying Knowledge for Instruction | Does not plan or implement instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, or the community. | Rarely plans or implements instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and the community. | Plans and implements instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and the community. | Skillfully plans and implements instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and the community. | Methodically plans and implements instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and the community. | |
| 15.0 %Applying ACEI Standards | ||||||
| 2.0 % 3.2 Adaptation to Diverse Students | Does not understand how elementary students differ in their development and approaches to learning, nor create instructional opportunities that are adapted to diverse students. | Does not completely understand how elementary students differ in their development and approaches to learning, and rarely creates instructional opportunities that are adapted to diverse students. | Understands how elementary students differ in their development and approaches to learning, and creates instructional opportunities that are adapted to diverse students. | Understands how elementary students differ in their development and approaches to learning, and skillfully creates instructional opportunities that are adapted to diverse students. | Understands how elementary students differ in their development and approaches to learning, and methodically creates instructional opportunities that are adapted to diverse students. | |
| 15.0 %Applying ACEI Standards | ||||||
| 2.0 % 3.3 Development of Critical Thinking and Problem Solving | Does not understand or use a variety of teaching strategies that encourage elementary students’ development of critical thinking or problem solving. | Understands, but rarely uses a variety of teaching strategies that encourage elementary students’ development of critical thinking and problem solving. | Understands and uses a variety of teaching strategies that encourage elementary students’ development of critical thinking and problem solving. | Understands and efficiently uses a variety of teaching strategies that encourage elementary students’ development of critical thinking and problem solving. | Understands and meticulously uses a variety of teaching strategies that encourage elementary students’ development of critical thinking and problem solving. | |
| 15.0 %Applying ACEI Standards | ||||||
| 1.0 % 3.4 Active Engagement in Learning | Does not use 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, positive social interaction and to create supportive learning environments. | Rarely uses 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, positive social interaction and to create supportive learning environments. | Uses 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, positive social interaction and to create supportive learning environments. | Carefully uses 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. | Masterfully uses 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, positive social interaction and to create supportive learning environments. | |
| 15.0 %Applying ACEI Standards | ||||||
| 1.0 % 4.0 Assessment for Instruction | Does not know, understand, or use formal and informal assessment strategies to plan, evaluate, or strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of elementary students. | Knows, understands, but rarely uses some formal and informal assessment strategies to plan, evaluate, and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of elementary students. | Knows, understands, and uses formal and informal assessment strategies to plan, evaluate, and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of elementary students. | Knows, understands, and effectively uses formal and informal assessment strategies to plan, evaluate, and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of elementary students. | Knows, understands, and strategically uses formal and informal assessment strategies to plan, evaluate, and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of elementary students. | |
| 15.0 %Applying ACEI Standards | ||||||
| 1.0 % 5.1 Professional Growth, Reflection, and Evaluation | Not aware of and does not reflect on the practice in light of research on teaching, professional ethics, and resources available for professional learning; does 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. | Rarely aware of and scarcely reflects on the practice in light of research on teaching, professional ethics, and resources available for professional learning; seldom evaluates the effects of their professional decisions and actions on students, families, and other professionals in the learning community and does not seek out opportunities to grow professionally. | Aware of and reflects on the practice in light of research on teaching, professional ethics, and resources available for professional learning; occasionally evaluates on the effects of their professional decisions and actions on students, families, and other professionals in the learning community and seeks out opportunities to grow professionally. | Aware of and reflects on the practice in light of research on teaching, professional ethics, and resources available for professional learning; typically evaluates the effects of their professional decisions and actions on students, families, and other professionals in the learning community and seeks out opportunities to grow professionally. | Aware of and reflects on the practice in light of research on teaching, professional ethics, and resources available for professional learning; continually evaluates the effects of their professional decisions and actions on students, families and other professionals in the learning community and actively seeks out opportunities to grow professionally. | |
| 70.0 %Content | ||||||
| 18.0 % Standards and Objectives | No standards are mentioned in the lesson. Lesson objectives are not aligned to standards. | Standards are inconsistently alluded to in the 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. | |
| 18.0 % 12 Science Processes | 12 science processes are missing. | 12 science processes are either missing or incomplete | The 12 science processes are present, but have a cursory explanation. | All of the 12 science processes are present with a clear explanation. | All of the 12 science processes are present, and each are thoroughly explained. | |
| 17.0 % Differentiation and Problem-solving Activities | Differentiation and problem-solving activities/strategies are absent or unrelated to objectives. No differentiation of instruction is mentioned. | Many differentiations 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. | |
| 17.0 % Assessments-Informal and/or Formal Assessments that Align with Objectives | Assessments are missing; lesson does not allow for student reflection. | Some assessments are present; lesson does not 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 plan objectives; lesson includes student reflection. | Assessments are comprehensive and are aligned with the unit plan objectives; lesson includes student reflection. | |
| 15.0 %Organization, Format and Mechanics | ||||||
| 5.0 % Organization | 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. | |
| 15.0 %Organization, Format and Mechanics | ||||||
| 5.0 % Research Citations | 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. | |
| 15.0 %Organization, Format and Mechanics | ||||||
| 5.0 % Mechanics of Writing (includes spelling, punctuation, grammar, etc.) | 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. | |
| 100 % Total Weightage | ||||||
