Measurement and Data Lesson Plan
May 16th, 2022
Details:
Select a grade level (3rd – 8th) CCRS related to Measurement and Data. Using the Class Profile, create one lesson plan with instructional activities that:
- Makes comparisons;
- Uses models of measuring units;
- Uses measuring instruments; and
- Represents and interprets the data.
Review the three videos of teachers teaching measurements and data.
Write a 250-500 word review of what you observed regarding the use of instructional steps in teaching measurement and alignment to the CCRs.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin.
Rubric for paper
Apply Rubrics
Measurement and Data Lesson Plan
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1
Unsatisfactory 0.00% |
2
Less than Satisfactory 65.00% |
3
Satisfactory 75.00% |
4
Good 85.00% |
5
Excellent 100.00% |
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|---|---|---|---|---|---|---|
| 100.0 %Criteria | ||||||
| 5.0 % Measurement and Data Content | No submission. | Lesson plans do not include learning objectives and instructional activities that are meaningful or encourage critical thinking and problem solving. | Lesson plans learning objectives and instructional activities are not developed enough to be meaningful or to encourage critical thinking and problem solving. | Lesson plans include appropriate instructional activities that stimulate critical thinking and problem solving, make comparisons, use models of measuring units, use measuring instruments, and represent and interpret the data. | Lesson plans include engaging instructional activities that stimulate critical thinking and problem solving, make comparisons, use models of measuring units, use measuring instruments, and represent and interpret the data. | |
| 100.0 %Criteria | ||||||
| 15.0 % Review | No submission. | Response has little or nothing to do with the videos of teachers teaching measurement and data and alignment to the CCRs. | Response inadequately critiques the videos of teachers teaching measurement and data and alignment to the CCRs. Few details and/or examples are given. | Response clearly critiques the videos of teachers teaching measurement and data and alignment to the CCRs. It provides basic supporting details and/or examples. | Response skillfully and convincingly critiques the videos of teachers teaching measurement and data and alignment to the CCRs. It includes several distinctive supporting details and/or examples. | |
| 100.0 %Criteria | ||||||
| 20.0 % PLANNING: Instructional Script and Materials | No submission. | Lesson plan does not use effective, verbal, nonverbal and electronic media communication tools and techniques in a way that would create opportunities for learning and collaboration. | Lesson plan does not adequately address student or class needs, and/or include thinly designed use of verbal, nonverbal and electronic media communication tools and techniques to create opportunities for learning and collaboration. | Lesson plan includes basic, appropriate use of student-centered verbal, nonverbal and electronic media communication tools and techniques to create opportunities for learning and collaboration. | Lesson plan demonstrates well-developed and skillful use of effective, student-centered verbal, nonverbal and electronic media communication tools and techniques to create opportunities for active inquiry, collaboration and supportive interaction. | |
| 100.0 %Criteria | ||||||
| 15.0 % PLANNING: Meeting the Varied Learning Needs of Students | No submission. | Lesson plan instruction and instructional supports ignores the learning needs of the students as identified on the Class Profile. | Lesson plan does not fully differentiate instructional activities and supports. It inadequately addresses the needs of the students represented in the Class Profile. | Lesson plan includes basic differentiated instructional activities and supports that are designed to generally meet the needs of students represented on the Class Profile. | Lesson plan has creative, well-developed differentiated instructional activities and supports clearly designed to meet the needs of specific individuals or groups with similar needs, consistent with the Class Profile. | |
| 100.0 %Criteria | ||||||
| 15.0 % PLANNING: Meeting the Language Needs of Students | No submission. | Lesson plan fails to identify content-based vocabulary or instructional support for the use of vocabulary and additional language demands associated with the language function based on the Class Profile. | Lesson plan only cursorily describes content-based vocabulary and include underdeveloped instructional support for the use of vocabulary and additional language demands associated with the language function based on the Class Profile. | Lesson plan identifies content-based vocabulary and includes general instructional support for the use of vocabulary and additional language demands associated with the language function consistent with the Class Profile. | Lesson plan clearly and comprehensively incorporates content-based vocabulary, targeted instructional support for the use of vocabulary, and additional language demands associated with the language function consistent with the Class Profile. | |
| 100.0 %Criteria | ||||||
| 15.0 % PLANNING: Assessments to Monitor Student Learning | No submission. | Planned assessments do not clearly measure the stated learning targets, and/or do not include modifications for the individual needs of students. | Planned assessments are inadequate for monitoring the understanding and skill development of students in content area. The assessments are not well aligned to the stated learning targets and do not include adequate modifications for the individual needs of some students. | Planned assessments provide clear, basic methods to monitor the deep understanding and skill development of students in the content area throughout and at the end of the lesson. They are generally aligned to the stated learning targets and include simple modifications for the individual needs of some students. | Planned assessments creatively allow for multiple forms of evidence in order to monitor the understanding and skill development of students in the content area throughout and at the end of the lesson. They are well aligned with the stated learning targets and standards and include well-crafted modifications for the individual needs of students, based on the Class Profile. | |
| 100.0 %Criteria | ||||||
| 10.0 % Rationale | No submission. | Rationale is incoherent in describing purposes behind instructional choices and how they relate to learning goals and student outcomes. | Rationale inadequately describes purposes behind instructional choices; it is not clear how they relate to learning goals and student outcomes. | Rationale describes reasonable explanation for choices of instructional materials and strategies in light of learning goals and student outcomes. | Rationale clearly describes carefully planned, plausible reasoning for choices of instructional materials and strategies in light of learning goals and student outcomes. | |
| 100.0 %Criteria | ||||||
| 5.0 % Mechanics | No submission. | The lesson plan contains inappropriate, incoherent language and/or sentence structures. | The lesson plan contains mechanical and conventional errors or non-relevant language that affects meaning and clarity. | The lesson plan has a few mechanical and conventional errors present that do not significantly affect meaning or clarity. Word choice reflects basic, consistent, appropriate use of practice and topic-related language. | The lesson plan is free of mechanical and conventional errors. Word choice reflects well-developed use of practice and topic-related language. | |
| 100 % Total Weightage | ||||||
