Assignment Prompt & Instructions
I need help with homework
– ## RequiredResouresforassignment2.docx
– ## Instructionforassignment2andrubric.docx
– ## ScienceUnitPlanTemplate1.docx
**## RequiredResouresforassignment2.docx**
**Science Stories: Science Methods for Elementary and Middle School Teachers**
**Required**
Koch. J. (2018).
_Science stories: Science methods for elementary and middle school teachers_ (6th ed.). Cengage. ISBN-13: 9781305960725
Backward Design: The Basics
**Required**
Read “Backward Design: The Basics,” by Gonzalez, located on the Cult of Pedagogy website (2020).
https://www.cultofpedagogy.com/backward-design-basics/
Backward Design Overview with Examples
**Required**
Watch “Backward Design Overview with Examples,” by McMillan, located on YouTube (2019).
https://youtu.be/ImQo-5P0K0c
Assessment Resources
**Required**
Explore “Assessment Resources,” located on the Next Generation Science Standards website.
https://www.nextgenscience.org/assessment-resources/assessment-resources
Performance Assessments
**Required**
Explore “Performance Assessments,” locate on The Wonder of Science website.
https://thewonderofscience.com/draft-assessment
Science Notebooks
**Required**
Read “Science Notebooks,” by Cox, located on the Reading Rockets website.
https://www.readingrockets.org/topics/activities/articles/science-notebooks
Optional: Teacher-Developed Multi-Dimensional Science Assessments Supporting Elementary Teacher Learning about the Next Generation Science Standards
**Optional**
Read “Teacher-developed Multi-Dimensional Science Assessments Supporting Elementary Teacher Learning about the Ne
… Read More
https://doi-org.lopes.idm.oclc.org
**## Instructionforassignment2andrubric.docx**
Requires Lopeswrite
Assessment Description
Backward design is a planning process that focuses first on developing the learning goals/outcomes and ways for students to demonstrate mastery of the learning outcomes (assessments). Planning of teaching methods and activities is done to support the outcomes/goals and to scaffold student learning toward demonstrating mastery of the evaluations. This planning process is referred to as “planning with the end in mind.”
Using the science standards from Mississippi (MDE), select a K-8 grade level to create a weeklong inquiry-based unit that will integrate multiple content areas, including health, technology, math, and literacy. For assignments 2, 3, and 4, you will complete a portion of the Science Unit Plan template.
**_Note:_** _Use the same standards and learning objectives for assignments 2-4, as well as the benchmark assignment in assignment 5. Review these assignments before writing your learning activity, so you are familiar with the upcoming expectations._
**Part 1: Standards, Learning Objectives, and Assessments**
For this assignment, complete the following components in the “Science Unit Plan" template:
·
**Lesson Title and Brief Summary:** Include a daily lesson title and summarize the scope/intent of the lesson.
·
**National/State Standard(s):** List the specific grade-level standards that will be taught throughout the week. Include the standards, along with the performance indicators and the standard language, in their entirety.
·
**Learning Objectives:** Write daily, measurable learning objectives that align with the national/state standards and specify what will be assessed after the lesson.
**_Note:_** _This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be evaluated on after the lesson. For instance, “understand” is not measurable, but “describe” and “identify” are._
·
**Three-Dimensional Learning:** Describe the crosscutting concepts and the science and engineering practices that support the learning objectives. Include a brief description of how these will be integrated throughout the weekly plan.
·
**Formative Assessments:** Describe how you will formatively assess the learning objectives for the lessons. These should be designed to provide data on student performance for monitoring and adjusting instruction, and provide students with feedback so they can evaluate and adjust their learning.
·
**Summative Assessment:** Describe a summative assessment that measures the learning for the unit. This should provide the student with an opportunity to demonstrate mastery of the standards.
·
**Differentiation of Assessments:** Describe how the formative and summative assessments will be differentiated to support students with disabilities, students with gifted abilities, ELLs, and early finishers.
**Part 2: Reflection**
In 250-500 words, summarize and reflect on the process of beginning your unit plan. Include the following in your reflection:
· Discuss your experience so far with the process of backward design in planning your science unit and describe how it compares with other planning experiences you have had throughout your coursework.
· Describe how the assessments chosen for your unit plan support the three dimensions of science learning.
· Explain the factors you considered when designing assessments that are aligned to learning objectives and state standards. Additionally, discuss how you will ensure all students are prepared for the evaluations by making appropriate modifications and accommodations for students with disabilities and language learning needs.
Support your assignment with a minimum of two scholarly resources.
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric before beginning the assignment to familiarize yourself with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.
**Rubric Criteria**
**Lesson Title and Brief Summary**
6 points
**Criteria Description**
Lesson Title and Brief Summary
**5. Target**
6 points
Lesson titles and lesson summaries are thorough.
**4. Acceptable**
5.22 points
Lesson titles and lesson summaries are complete.
**No Submission**
0 points
Not addressed.
**National/State Standard(s) and Learning Objectives**
6 points
**Criteria Description**
National/State Standard(s) and Learning Objectives
**5. Target**
6 points
The standards selected are ideal for the unit and are specifically and purposefully referenced. The objectives are performance-driven, measurable, developmentally appropriate, and directly aligned with the state standard.
**4. Acceptable**
5.22 points
The standards selected are appropriate for the unit and are clearly and accurately referenced. The objectives are skill-based, measurable, developmentally appropriate, and effectively aligned with the state standard.
**No Submission**
0 points
Not addressed.
**Three-Dimensional Learning**
6 points
**Criteria Description**
Three-Dimensional Learning
**5. Target**
6 points
The crosscutting concepts and the science and engineering practices skillfully support the learning objectives. Description of how these will be integrated throughout the unit plan is realistic and meaningful.
**4. Acceptable**
5.22 points
The crosscutting concepts and the science and engineering practices effectively support the learning objectives. Description of how these will be integrated throughout the unit plan is reasonable and appropriate.
**No Submission**
0 points
Not addressed.
**Formative and Summative Assessments**
12 points
**Criteria Description**
Formative and Summative Assessments
**5. Target**
12 points
Planned formative and summative assessments are ideally aligned with the stated learning objectives and standards. Well-crafted formative assessments are designed to provide data on student performance for monitoring and adjusting instruction, as well as to offer students feedback that enables them to evaluate and adapt their learning. Summative assessment is comprehensive and cohesive in form and function.
**4. Acceptable**
10.44 points
Planned formative and summative assessments are generally aligned with the stated learning objectives and standards. Relevant formative assessments are designed to provide data on student performance for monitoring and adjusting instruction, as well as to offer students feedback that enables them to evaluate and adapt their learning. Summative assessment is cohesive in form and function.
**No Submission**
0 points
Not addressed.
**Differentiation of Assessments**
6 points
**Criteria Description**
Differentiation of Assessments
**5. Target**
6 points
Description of how the assessments will be differentiated to support students with disabilities, students with gifted abilities, ELLs, and early finishers is novel.
**4. Acceptable**
5.22 points
Description of how the assessments will be differentiated to support students with disabilities, students with gifted abilities, ELLs, and early finishers is effective.
**No Submission**
0 points
Not addressed.
**Reflection**
12 points
**Criteria Description**
Reflection
**5. Target**
12 points
A discussion and comparison of the backward design process is substantial. A detailed description is provided of how the assessments support the three dimensions of science learning. Factors to consider when designing aligned assessments include the meaningfulness of the evaluations and the proficiency of the explanation on how to ensure all learners are prepared for the assessments.
**4. Acceptable**
10.44 points
The discussion and comparison of the backward design process are solid. Description of how the assessments support the three dimensions of science learning is sound. Factors to consider when designing aligned assessments include relevance and the provision of concise explanations on how to ensure all learners are prepared for the assessments.
**No Submission**
0 points
Not addressed.
**Supporting Research and Documentation of Sources**
6 points
**Criteria Description**
Uses appropriate designated style and formatting to document sources in citations and references.
**5. Target**
6 points
Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to the assignment and style, and the format is error-free.
**4. Acceptable**
5.22 points
Supporting research is credible and relevant. Sources are documented, as appropriate to the assignment and style, and format is mostly correct.
**No Submission**
0 points
Not addressed.
**Mechanics of Writing**
6 points
**Criteria Description**
Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
**5. Target**
6 points
No mechanical errors are present. Skilled control of language choice and sentence structure is used throughout.
**4. Acceptable**
5.22 points
A few mechanical errors are present. Suitable language choice and sentence structure are used.
**## ScienceUnitPlanTemplate1.docx**
**Science Unit Plan**
**Topic 2: Planning a Science Unit with the End in Mind**
**Grade:**
**_<Fill in during Topic 2>_**
**Unit Theme:**
**_<Fill in during Topic 2>_**
**Part 1: Standards, Learning Objectives, and Assessments**
| | | | | | |
| — | — | — | — | — | — |
| | **Day 1** | **Day 2** | **Day 3** | **Day 4** | **Day 5** |
| **Lesson Title and Brief Summary** | | | | | |
| **National/State Standard(s)** | |
| **Learning Objectives** | | | | | |
| **Three-Dimensional Learning** | |
| **Formative Assessment** | | | | | |
| **Summative Assessment** | |
| **Differentiation of Assessments** | |
**Part 2: Reflection**
| |
| — |
| **Topic 2 Reflection** |
| |
**Topic 3: Instructional Strategies that Engage Students in Science Content**
**Part 1: Vocabulary, Instructional Strategies, and Lesson Activities**
| | | | | | |
| — | — | — | — | — | — |
| | **Day 1** | **Day 2** | **Day 3** | **Day 4** | **Day 5** |
| **Vocabulary** | | | | | |
| **Instructional Strategy/Strategies** | | | | | |
| **Summary of Instruction and Activities** | | | | | |
| **Differentiation and Accommodations** | | | | | |
**Part 2: Reflection**
| |
| — |
| **Topic 3 Reflection** |
| |
**Topic 4: Creating Meaningful Connections Across Disciplines**
**Part 1: Materials, Resources, and Integration**
| | | | | | |
| — | — | — | — | — | — |
| | **Day 1** | **Day 2** | **Day 3** | **Day 4** | **Day 5** |
| **Materials and Resources** | | | | | |
| **Technology Integration** | |
| **Health Integration** | |
| **Math Connections** | |
| **Literacy** | |
**Part 2: Reflection**
| |
| — |
| **Topic 4 Reflection** |
| |
© 2024. Grand Canyon University. All Rights Reserved.
**## ScienceUnitPlanTemplate1.docx**
**Science Unit Plan**
**Topic 2: Planning a Science Unit with the End in Mind**
**Grade:**
**_<Fill in during Topic 2>_**
**Unit Theme:**
**_<Fill in during Topic 2>_**
**Part 1: Standards, Learning Objectives, and Assessments**
| | | | | | |
| — | — | — | — | — | — |
| | **Day 1** | **Day 2** | **Day 3** | **Day 4** | **Day 5** |
| **Lesson Title and Brief Summary** | | | | | |
| **National/State Standard(s)** | |
| **Learning Objectives** | | | | | |
| **Three-Dimensional Learning** | |
| **Formative Assessment** | | | | | |
| **Summative Assessment** | |
| **Differentiation of Assessments** | |
**Part 2: Reflection**
| |
| — |
| **Topic 2 Reflection** |
| |
**Topic 3: Instructional Strategies that Engage Students in Science Content**
**Part 1: Vocabulary, Instructional Strategies, and Lesson Activities**
| | | | | | |
| — | — | — | — | — | — |
| | **Day 1** | **Day 2** | **Day 3** | **Day 4** | **Day 5** |
| **Vocabulary** | | | | | |
| **Instructional Strategy/Strategies** | | | | | |
| **Summary of Instruction and Activities** | | | | | |
| **Differentiation and Accommodations** | | | | | |
**Part 2: Reflection**
| |
| — |
| **Topic 3 Reflection** |
| |
**Topic 4: Creating Meaningful Connections Across Disciplines**
**Part 1: Materials, Resources, and Integration**
| | | | | | |
| — | — | — | — | — | — |
| | **Day 1** | **Day 2** | **Day 3** | **Day 4** | **Day 5** |
| **Materials and Resources** | | | | | |
| **Technology Integration** | |
| **Health Integration** | |
| **Math Connections** | |
| **Literacy** | |
**Part 2: Reflection**
| |
| — |
| **Topic 4 Reflection** |
| |
© 2024. Grand Canyon University. All Rights Reserved.
**## RequiredResouresforassignment2.docx**
**Science Stories: Science Methods for Elementary and Middle School Teachers**
**Required**
Koch. J. (2018).
_Science stories: Science methods for elementary and middle school teachers_ (6th ed.). Cengage. ISBN-13: 9781305960725
Backward Design: The Basics
**Required**
Read “Backward Design: The Basics,” by Gonzalez, located on the Cult of Pedagogy website (2020).
https://www.cultofpedagogy.com/backward-design-basics/
Backward Design Overview with Examples
**Required**
Watch “Backward Design Overview with Examples,” by McMillan, located on YouTube (2019).
https://youtu.be/ImQo-5P0K0c
Assessment Resources
**Required**
Explore “Assessment Resources,” located on the Next Generation Science Standards website.
https://www.nextgenscience.org/assessment-resources/assessment-resources
Performance Assessments
**Required**
Explore “Performance Assessments,” locate on The Wonder of Science website.
https://thewonderofscience.com/draft-assessment
Science Notebooks
**Required**
Read “Science Notebooks,” by Cox, located on the Reading Rockets website.
https://www.readingrockets.org/topics/activities/articles/science-notebooks
Optional: Teacher-Developed Multi-Dimensional Science Assessments Supporting Elementary Teacher Learning about the Next Generation Science Standards
**Optional**
Read “Teacher-developed Multi-Dimensional Science Assessments Supporting Elementary Teacher Learning about the Ne
… Read More
https://doi-org.lopes.idm.oclc.org
**## Instructionforassignment2andrubric.docx**
Requires Lopeswrite
Assessment Description
Backward design is a planning process that focuses first on developing the learning goals/outcomes and ways for students to demonstrate mastery of the learning outcomes (assessments). Planning of teaching methods and activities is done to support the outcomes/goals and to scaffold student learning toward demonstrating mastery of the evaluations. This planning process is referred to as “planning with the end in mind.”
Using the science standards from Mississippi (MDE), select a K-8 grade level to create a weeklong inquiry-based unit that will integrate multiple content areas, including health, technology, math, and literacy. For assignments 2, 3, and 4, you will complete a portion of the Science Unit Plan template.
**_Note:_** _Use the same standards and learning objectives for assignments 2-4, as well as the benchmark assignment in assignment 5. Review these assignments before writing your learning activity, so you are familiar with the upcoming expectations._
**Part 1: Standards, Learning Objectives, and Assessments**
For this assignment, complete the following components in the “Science Unit Plan" template:
·
**Lesson Title and Brief Summary:** Include a daily lesson title and summarize the scope/intent of the lesson.
·
**National/State Standard(s):** List the specific grade-level standards that will be taught throughout the week. Include the standards, along with the performance indicators and the standard language, in their entirety.
·
**Learning Objectives:** Write daily, measurable learning objectives that align with the national/state standards and specify what will be assessed after the lesson.
**_Note:_** _This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be evaluated on after the lesson. For instance, “understand” is not measurable, but “describe” and “identify” are._
·
**Three-Dimensional Learning:** Describe the crosscutting concepts and the science and engineering practices that support the learning objectives. Include a brief description of how these will be integrated throughout the weekly plan.
·
**Formative Assessments:** Describe how you will formatively assess the learning objectives for the lessons. These should be designed to provide data on student performance for monitoring and adjusting instruction, and provide students with feedback so they can evaluate and adjust their learning.
·
**Summative Assessment:** Describe a summative assessment that measures the learning for the unit. This should provide the student with an opportunity to demonstrate mastery of the standards.
·
**Differentiation of Assessments:** Describe how the formative and summative assessments will be differentiated to support students with disabilities, students with gifted abilities, ELLs, and early finishers.
**Part 2: Reflection**
In 250-500 words, summarize and reflect on the process of beginning your unit plan. Include the following in your reflection:
· Discuss your experience so far with the process of backward design in planning your science unit and describe how it compares with other planning experiences you have had throughout your coursework.
· Describe how the assessments chosen for your unit plan support the three dimensions of science learning.
· Explain the factors you considered when designing assessments that are aligned to learning objectives and state standards. Additionally, discuss how you will ensure all students are prepared for the evaluations by making appropriate modifications and accommodations for students with disabilities and language learning needs.
Support your assignment with a minimum of two scholarly resources.
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric before beginning the assignment to familiarize yourself with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.
**Rubric Criteria**
**Lesson Title and Brief Summary**
6 points
**Criteria Description**
Lesson Title and Brief Summary
**5. Target**
6 points
Lesson titles and lesson summaries are thorough.
**4. Acceptable**
5.22 points
Lesson titles and lesson summaries are complete.
**No Submission**
0 points
Not addressed.
**National/State Standard(s) and Learning Objectives**
6 points
**Criteria Description**
National/State Standard(s) and Learning Objectives
**5. Target**
6 points
The standards selected are ideal for the unit and are specifically and purposefully referenced. The objectives are performance-driven, measurable, developmentally appropriate, and directly aligned with the state standard.
**4. Acceptable**
5.22 points
The standards selected are appropriate for the unit and are clearly and accurately referenced. The objectives are skill-based, measurable, developmentally appropriate, and effectively aligned with the state standard.
**No Submission**
0 points
Not addressed.
**Three-Dimensional Learning**
6 points
**Criteria Description**
Three-Dimensional Learning
**5. Target**
6 points
The crosscutting concepts and the science and engineering practices skillfully support the learning objectives. Description of how these will be integrated throughout the unit plan is realistic and meaningful.
**4. Acceptable**
5.22 points
The crosscutting concepts and the science and engineering practices effectively support the learning objectives. Description of how these will be integrated throughout the unit plan is reasonable and appropriate.
**No Submission**
0 points
Not addressed.
**Formative and Summative Assessments**
12 points
**Criteria Description**
Formative and Summative Assessments
**5. Target**
12 points
Planned formative and summative assessments are ideally aligned with the stated learning objectives and standards. Well-crafted formative assessments are designed to provide data on student performance for monitoring and adjusting instruction, as well as to offer students feedback that enables them to evaluate and adapt their learning. Summative assessment is comprehensive and cohesive in form and function.
**4. Acceptable**
10.44 points
Planned formative and summative assessments are generally aligned with the stated learning objectives and standards. Relevant formative assessments are designed to provide data on student performance for monitoring and adjusting instruction, as well as to offer students feedback that enables them to evaluate and adapt their learning. Summative assessment is cohesive in form and function.
**No Submission**
0 points
Not addressed.
**Differentiation of Assessments**
6 points
**Criteria Description**
Differentiation of Assessments
**5. Target**
6 points
Description of how the assessments will be differentiated to support students with disabilities, students with gifted abilities, ELLs, and early finishers is novel.
**4. Acceptable**
5.22 points
Description of how the assessments will be differentiated to support students with disabilities, students with gifted abilities, ELLs, and early finishers is effective.
**No Submission**
0 points
Not addressed.
**Reflection**
12 points
**Criteria Description**
Reflection
**5. Target**
12 points
A discussion and comparison of the backward design process is substantial. A detailed description is provided of how the assessments support the three dimensions of science learning. Factors to consider when designing aligned assessments include the meaningfulness of the evaluations and the proficiency of the explanation on how to ensure all learners are prepared for the assessments.
**4. Acceptable**
10.44 points
The discussion and comparison of the backward design process are solid. Description of how the assessments support the three dimensions of science learning is sound. Factors to consider when designing aligned assessments include relevance and the provision of concise explanations on how to ensure all learners are prepared for the assessments.
**No Submission**
0 points
Not addressed.
**Supporting Research and Documentation of Sources**
6 points
**Criteria Description**
Uses appropriate designated style and formatting to document sources in citations and references.
**5. Target**
6 points
Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to the assignment and style, and the format is error-free.
**4. Acceptable**
5.22 points
Supporting research is credible and relevant. Sources are documented, as appropriate to the assignment and style, and format is mostly correct.
**No Submission**
0 points
Not addressed.
**Mechanics of Writing**
6 points
**Criteria Description**
Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
**5. Target**
6 points
No mechanical errors are present. Skilled control of language choice and sentence structure is used throughout.
**4. Acceptable**
5.22 points
A few mechanical errors are present. Suitable language choice and sentence structure are used.
**## ScienceUnitPlanTemplate1.docx**
**Science Unit Plan**
**Topic 2: Planning a Science Unit with the End in Mind**
**Grade:**
**_<Fill in during Topic 2>_**
**Unit Theme:**
**_<Fill in during Topic 2>_**
**Part 1: Standards, Learning Objectives, and Assessments**
| | | | | | |
| — | — | — | — | — | — |
| | **Day 1** | **Day 2** | **Day 3** | **Day 4** | **Day 5** |
| **Lesson Title and Brief Summary** | | | | | |
| **National/State Standard(s)** | |
| **Learning Objectives** | | | | | |
| **Three-Dimensional Learning** | |
| **Formative Assessment** | | | | | |
| **Summative Assessment** | |
| **Differentiation of Assessments** | |
**Part 2: Reflection**
| |
| — |
| **Topic 2 Reflection** |
| |
**Topic 3: Instructional Strategies that Engage Students in Science Content**
**Part 1: Vocabulary, Instructional Strategies, and Lesson Activities**
| | | | | | |
| — | — | — | — | — | — |
| | **Day 1** | **Day 2** | **Day 3** | **Day 4** | **Day 5** |
| **Vocabulary** | | | | | |
| **Instructional Strategy/Strategies** | | | | | |
| **Summary of Instruction and Activities** | | | | | |
| **Differentiation and Accommodations** | | | | | |
**Part 2: Reflection**
| |
| — |
| **Topic 3 Reflection** |
| |
**Topic 4: Creating Meaningful Connections Across Disciplines**
**Part 1: Materials, Resources, and Integration**
| | | | | | |
| — | — | — | — | — | — |
| | **Day 1** | **Day 2** | **Day 3** | **Day 4** | **Day 5** |
| **Materials and Resources** | | | | | |
| **Technology Integration** | |
| **Health Integration** | |
| **Math Connections** | |
| **Literacy** | |
**Part 2: Reflection**
| |
| — |
| **Topic 4 Reflection** |
| |
© 2024. Grand Canyon University. All Rights Reserved.
**## RequiredResouresforassignment2.docx**
**Science Stories: Science Methods for Elementary and Middle School Teachers**
**Required**
Koch. J. (2018).
_Science stories: Science methods for elementary and middle school teachers_ (6th ed.). Cengage. ISBN-13: 9781305960725
Backward Design: The Basics
**Required**
Read “Backward Design: The Basics,” by Gonzalez, located on the Cult of Pedagogy website (2020).
https://www.cultofpedagogy.com/backward-design-basics/
Backward Design Overview with Examples
**Required**
Watch “Backward Design Overview with Examples,” by McMillan, located on YouTube (2019).
https://youtu.be/ImQo-5P0K0c
Assessment Resources
**Required**
Explore “Assessment Resources,” located on the Next Generation Science Standards website.
https://www.nextgenscience.org/assessment-resources/assessment-resources
Performance Assessments
**Required**
Explore “Performance Assessments,” locate on The Wonder of Science website.
https://thewonderofscience.com/draft-assessment
Science Notebooks
**Required**
Read “Science Notebooks,” by Cox, located on the Reading Rockets website.
https://www.readingrockets.org/topics/activities/articles/science-notebooks
Optional: Teacher-Developed Multi-Dimensional Science Assessments Supporting Elementary Teacher Learning about the Next Generation Science Standards
**Optional**
Read “Teacher-developed Multi-Dimensional Science Assessments Supporting Elementary Teacher Learning about the Ne
… Read More
https://doi-org.lopes.idm.oclc.org
**## Instructionforassignment2andrubric.docx**
Requires Lopeswrite
Assessment Description
Backward design is a planning process that focuses first on developing the learning goals/outcomes and ways for students to demonstrate mastery of the learning outcomes (assessments). Planning of teaching methods and activities is done to support the outcomes/goals and to scaffold student learning toward demonstrating mastery of the evaluations. This planning process is referred to as “planning with the end in mind.”
Using the science standards from Mississippi (MDE), select a K-8 grade level to create a weeklong inquiry-based unit that will integrate multiple content areas, including health, technology, math, and literacy. For assignments 2, 3, and 4, you will complete a portion of the Science Unit Plan template.
**_Note:_** _Use the same standards and learning objectives for assignments 2-4, as well as the benchmark assignment in assignment 5. Review these assignments before writing your learning activity, so you are familiar with the upcoming expectations._
**Part 1: Standards, Learning Objectives, and Assessments**
For this assignment, complete the following components in the “Science Unit Plan" template:
·
**Lesson Title and Brief Summary:** Include a daily lesson title and summarize the scope/intent of the lesson.
·
**National/State Standard(s):** List the specific grade-level standards that will be taught throughout the week. Include the standards, along with the performance indicators and the standard language, in their entirety.
·
**Learning Objectives:** Write daily, measurable learning objectives that align with the national/state standards and specify what will be assessed after the lesson.
**_Note:_** _This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be evaluated on after the lesson. For instance, “understand” is not measurable, but “describe” and “identify” are._
·
**Three-Dimensional Learning:** Describe the crosscutting concepts and the science and engineering practices that support the learning objectives. Include a brief description of how these will be integrated throughout the weekly plan.
·
**Formative Assessments:** Describe how you will formatively assess the learning objectives for the lessons. These should be designed to provide data on student performance for monitoring and adjusting instruction, and provide students with feedback so they can evaluate and adjust their learning.
·
**Summative Assessment:** Describe a summative assessment that measures the learning for the unit. This should provide the student with an opportunity to demonstrate mastery of the standards.
·
**Differentiation of Assessments:** Describe how the formative and summative assessments will be differentiated to support students with disabilities, students with gifted abilities, ELLs, and early finishers.
**Part 2: Reflection**
In 250-500 words, summarize and reflect on the process of beginning your unit plan. Include the following in your reflection:
· Discuss your experience so far with the process of backward design in planning your science unit and describe how it compares with other planning experiences you have had throughout your coursework.
· Describe how the assessments chosen for your unit plan support the three dimensions of science learning.
· Explain the factors you considered when designing assessments that are aligned to learning objectives and state standards. Additionally, discuss how you will ensure all students are prepared for the evaluations by making appropriate modifications and accommodations for students with disabilities and language learning needs.
Support your assignment with a minimum of two scholarly resources.
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric before beginning the assignment to familiarize yourself with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.
**Rubric Criteria**
**Lesson Title and Brief Summary**
6 points
**Criteria Description**
Lesson Title and Brief Summary
**5. Target**
6 points
Lesson titles and lesson summaries are thorough.
**4. Acceptable**
5.22 points
Lesson titles and lesson summaries are complete.
**No Submission**
0 points
Not addressed.
**National/State Standard(s) and Learning Objectives**
6 points
**Criteria Description**
National/State Standard(s) and Learning Objectives
**5. Target**
6 points
The standards selected are ideal for the unit and are specifically and purposefully referenced. The objectives are performance-driven, measurable, developmentally appropriate, and directly aligned with the state standard.
**4. Acceptable**
5.22 points
The standards selected are appropriate for the unit and are clearly and accurately referenced. The objectives are skill-based, measurable, developmentally appropriate, and effectively aligned with the state standard.
**No Submission**
0 points
Not addressed.
**Three-Dimensional Learning**
6 points
**Criteria Description**
Three-Dimensional Learning
**5. Target**
6 points
The crosscutting concepts and the science and engineering practices skillfully support the learning objectives. Description of how these will be integrated throughout the unit plan is realistic and meaningful.
**4. Acceptable**
5.22 points
The crosscutting concepts and the science and engineering practices effectively support the learning objectives. Description of how these will be integrated throughout the unit plan is reasonable and appropriate.
**No Submission**
0 points
Not addressed.
**Formative and Summative Assessments**
12 points
**Criteria Description**
Formative and Summative Assessments
**5. Target**
12 points
Planned formative and summative assessments are ideally aligned with the stated learning objectives and standards. Well-crafted formative assessments are designed to provide data on student performance for monitoring and adjusting instruction, as well as to offer students feedback that enables them to evaluate and adapt their learning. Summative assessment is comprehensive and cohesive in form and function.
**4. Acceptable**
10.44 points
Planned formative and summative assessments are generally aligned with the stated learning objectives and standards. Relevant formative assessments are designed to provide data on student performance for monitoring and adjusting instruction, as well as to offer students feedback that enables them to evaluate and adapt their learning. Summative assessment is cohesive in form and function.
**No Submission**
0 points
Not addressed.
**Differentiation of Assessments**
6 points
**Criteria Description**
Differentiation of Assessments
**5. Target**
6 points
Description of how the assessments will be differentiated to support students with disabilities, students with gifted abilities, ELLs, and early finishers is novel.
**4. Acceptable**
5.22 points
Description of how the assessments will be differentiated to support students with disabilities, students with gifted abilities, ELLs, and early finishers is effective.
**No Submission**
0 points
Not addressed.
**Reflection**
12 points
**Criteria Description**
Reflection
**5. Target**
12 points
A discussion and comparison of the backward design process is substantial. A detailed description is provided of how the assessments support the three dimensions of science learning. Factors to consider when designing aligned assessments include the meaningfulness of the evaluations and the proficiency of the explanation on how to ensure all learners are prepared for the assessments.
**4. Acceptable**
10.44 points
The discussion and comparison of the backward design process are solid. Description of how the assessments support the three dimensions of science learning is sound. Factors to consider when designing aligned assessments include relevance and the provision of concise explanations on how to ensure all learners are prepared for the assessments.
**No Submission**
0 points
Not addressed.
**Supporting Research and Documentation of Sources**
6 points
**Criteria Description**
Uses appropriate designated style and formatting to document sources in citations and references.
**5. Target**
6 points
Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to the assignment and style, and the format is error-free.
**4. Acceptable**
5.22 points
Supporting research is credible and relevant. Sources are documented, as appropriate to the assignment and style, and format is mostly correct.
**No Submission**
0 points
Not addressed.
**Mechanics of Writing**
6 points
**Criteria Description**
Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
**5. Target**
6 points
No mechanical errors are present. Skilled control of language choice and sentence structure is used throughout.
**4. Acceptable**
5.22 points
A few mechanical errors are present. Suitable language choice and sentence structure are used.
**## ScienceUnitPlanTemplate1.docx**
**Science Unit Plan**
**Topic 2: Planning a Science Unit with the End in Mind**
**Grade:**
**_<Fill in during Topic 2>_**
**Unit Theme:**
**_<Fill in during Topic 2>_**
**Part 1: Standards, Learning Objectives, and Assessments**
| | | | | | |
| — | — | — | — | — | — |
| | **Day 1** | **Day 2** | **Day 3** | **Day 4** | **Day 5** |
| **Lesson Title and Brief Summary** | | | | | |
| **National/State Standard(s)** | |
| **Learning Objectives** | | | | | |
| **Three-Dimensional Learning** | |
| **Formative Assessment** | | | | | |
| **Summative Assessment** | |
| **Differentiation of Assessments** | |
**Part 2: Reflection**
| |
| — |
| **Topic 2 Reflection** |
| |
**Topic 3: Instructional Strategies that Engage Students in Science Content**
**Part 1: Vocabulary, Instructional Strategies, and Lesson Activities**
| | | | | | |
| — | — | — | — | — | — |
| | **Day 1** | **Day 2** | **Day 3** | **Day 4** | **Day 5** |
| **Vocabulary** | | | | | |
| **Instructional Strategy/Strategies** | | | | | |
| **Summary of Instruction and Activities** | | | | | |
| **Differentiation and Accommodations** | | | | | |
**Part 2: Reflection**
| |
| — |
| **Topic 3 Reflection** |
| |
**Topic 4: Creating Meaningful Connections Across Disciplines**
**Part 1: Materials, Resources, and Integration**
| | | | | | |
| — | — | — | — | — | — |
| | **Day 1** | **Day 2** | **Day 3** | **Day 4** | **Day 5** |
| **Materials and Resources** | | | | | |
| **Technology Integration** | |
| **Health Integration** | |
| **Math Connections** | |
| **Literacy** | |
**Part 2: Reflection**
| |
| — |
| **Topic 4 Reflection** |
| |
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