(EDI 631) Teaching Science: K-8
Common Course Assessment: Science Unit Plan or Family Science Night Plan
(EDI 631) Teaching Science: K-8
Common Course Assessment: Science Unit Plan or Family Science Night Plan
Course Standards:
NBPTS Proposition 2: Teachers Know Their Subjects and How to Teach Them
- Demonstrate Knowledge of Content and Pedagogy
- Demonstrate Knowledge of Students
- Select Instructional Goals
- Demonstrate Knowledge of Resources
- Design Coherent Instruction
- Assess Student Learning
NCATE Standard 1
- Appreciate how knowledge is created, organized and linked. (NCATE 1.1, 1.3)
- Have specialized knowledge in how to convey the subject. (NCATE 1.1, 1.3)
- Generate multiple paths to knowledge. (NCATE 1.1, 1.3)
Assessment of Record: Science Unit Plan or Family Science Night Plan
Directions: Choose one of the following: Science Unit Plan or Family Science Night Plan or Science Fair Plan
For the Science Unit Plan, you will develop a 5-7 lesson unit plan based on the Michigan Grade Level Content Expectations (GLCEs) for Science. Choose 1-2 content area GLCEs and 2-3 Science Processes GLCEs. Include an introduction to the unit giving rationale, GLCEs, grade level, time span, and scope and sequence of the unit. In the body of the unit, give complete directions for 5-7 inquiry-based lessons, including learning objectives, materials, procedures, science content background information along with known areas of common student misconceptions, and assessment (pre, during, and post instruction) strategies. Include a bibliography using APA format that cites all resources used.
For the Family Science Night, you will develop a 5-7 science station school function, based on the Michigan Grade Level Content Expectations (GLCEs) for Science. You may designate a theme for the Family Science Night, with stations centered on 1-2 Content Area GLCEs (such as electricity) and 2-3 Science Processes GLCEs, or you may use a wider range of GLCEs (eg. electricity, plants, physical changes, etc.) if your science night will feature a wider variety of science concepts. Include an introduction to the science night plan that includes the featured GLCEs and the organizational plan and details for the event. In the body of the plan, give complete directions for the 5-7 inquiry-based science stations, including materials, advance preparation, directions for students, directions for adult volunteers, student recording sheets, and science content background information for students and/or adults along with known areas of common student misconceptions. Include a bibliography using APA format that cites all resources used.
For the Science Fair plan, you will develop a plan for teaching the scientific method to students, and create an organizational structure for students to develop and produce their own research project, which will be shared with others at a school Science Fair event. As with the Family Science Night, you will need to include a plan for the event itself, with details regarding judging, scoring rubrics, time frame, guest visitation, etc. You will also need to develop 2-3 lessons in which you will teach students about the scientific method, and how they will base their own research projects on this methodology. You will also need to develop a student/parent handbook that lays out the project expectations, timeline and due dates, etc. Include a bibliography using APA format that cites all resources used.
Rubric for Science Unit Plan and Family Science Night Plan
Elements / Distinguished(3) / Proficient
(2) / Progressing
(1) / Unsatisfactory
(0)
Unit Overview and Introduction / All elements listed in plan handout included. Clear, well-organized; provides easy-to-follow introduction to the unit for the reader. Very few or little editing/grammar mistakes/typos. / All elements listed in plan handout included. Introduction may be short or lack the details needed to give a complete overview of the unit. Organization, clarity, editing/grammar may have some minor problems. / One or more missing elements, as listed in the plan handout. Problems with organization, clarity, missing components, and/or editing/grammar are significant enough to interfere with reader’s ability to easily interpret the introduction. / Entire overview and introduction missing
Body of the Unit / Unit includes all required components, as listed in the plan handout. Thorough lesson plans with enough detail given that another teacher could use them. Clear organization/easy-to-follow. Lessons lead toward understanding of the selected benchmarks. Lessons demonstrate accurate knowledge of science content and benchmarks, with no content errors. Lessons are designed to address commonly held student misconceptions as well as misconceptions identified during pre-assessment. Focus on inquiry learning, with enough variety of instruction to accommodate various learning styles and levels. / Unit may have minor omissions in required components, as listed in the plan handout. Lessons may lack some necessary detail, making it difficult for another teacher to follow them without guidance. Possible minor organization problems that make the unit/plan less “user-friendly”. Possible issues with scope and sequence, or with lesson focus, that may interfere with students learning the chosen benchmarks. Lessons demonstrate accurate knowledge of science content and benchmarks, with no content errors. Overuse of one or two types of learning activities, resulting in students with alternative learning styles being disadvantaged. Didactic teaching outweighs inquiry-based instruction. / Unit may have significant omissions in required components, as listed in the plan handout. Lessons are difficult to follow and lack detail. Lack of organization throughout unit/plan. Hodge-podge of activities that do not contribute to students learning the chosen benchmarks. Science content errors or misconceptions may be apparent in the lessons. Lack of variety in lesson design. Over reliance on didactic instruction with little or no opportunity for student inquiry. / Entire body of unit/plan missing
Bibliography / Variety of resources (books, websites, multi-media, area resource people, etc.) listed using APA format (see knowledge base list in syllabus or consult the current APA Style Guide). At least 10 resources cited. All sources used are cited. / Lack of variety or quantity (5-9) in resource list. Some minor mistakes with APA format and/or minor publication information missing, but all resources used are cited. / Skimpy and unvaried resource list. APA format not used and/or significant citation information missing. Some missing citations for resources used. / No bibliography included