Science Lesson Plan and Essay Assignment
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Science Lesson Plan and Essay Assignment
649.1.3 : Research and Evidence-Based Instruction and Assessment
The graduate integrates research derived from evidence-based practice into the planning and delivery of meaningful, relevant, and engaging instruction and assessment.
649.1.4 : Engagement
The graduate develops active learning opportunities for a variety of students to promote meaningful, relevant, and engaging student-focused instruction.
649.1.6 : Grouping
The graduate incorporates various grouping strategies into instruction to facilitate learning for all students.
649.1.7 : Technology
The graduate uses technology appropriately in the planning and delivery of meaningful, relevant, and engaging instruction.
An effective teacher develops lesson plans according to set standards for the grade level and subject matter being taught. An effective teacher must also carefully consider the needs of each individual learner in the class. The successful presentation of a lesson accommodates the physical, academic, social, and emotional needs of learners.
For this assessment, you will create a single-day, standards-based lesson plan for a third-, fourth-, or fifth-grade science class. In your direct instruction lesson plan, you will need to incorporate an active participation strategy, a grouping strategy, a technology, and an assessment aligned to the stated lesson objective. You will then analyze and justify the use of these strategies for the class as a whole in a separate essay.
You are a special educator in an elementary classroom (grades 35). Your class comprises a variety of students with different abilities and backgrounds:
28 students total (16 boys and 12 girls)
19 students are on-grade-level readers
5 students are two grades above reading level (2 are identified as gifted and talented)
2 students are English learners at the intermediate level
2 students who are identified as having special needs
Daily planning, instruction, and assessment should reflect the individual needs of each student.
A. Create a single-day, standards-based science lesson plan for the third-, fourth-, or fifth-grade class described in the scenario that includes each of the following:
– lesson title
– prerequisite skills or connections to previous learning
one state science standard
one three-part measurable learning objective, including the following:
an identification of materials and resources the teacher and students need in order to complete the lesson
an identification of technology used to enhance teaching and learning of the lesson
a description of language demands (e.g., specific ways that academic language is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate understanding), including the following:
– language function
– discourse and/or syntax
– planned language supports
a description of instructional strategies and learning tasks (both teacher activity descriptions and student actions) in sequential order for new information, including the following:
– anticipatory set
– presentation procedures for new information and/or modeling
– guided practice
– independent student practice
– culminating or closing procedure/activity
a description of differentiated instruction accommodations for the following types of diverse learners:
– gifted and talented
– English learners (EL)
– students with other special needs
a description of each of the following assessment types that align with the stated lesson objective:
1. Identify and clearly label the following four strategies to support student learning within the instructional strategies and learning tasks section of the Lesson Plan Template
a. one active participation strategy to promote student engagement
b. one grouping strategy that includes students working in pairs or small groups to complete an activity
c. one strategy to incorporate the use of student-centered technology to support student learning
d. one assessment strategy that aligns with the stated lesson objective
Note: The four identified strategies in the instructional sequence must be clearly labeled in a section focusing on instructional strategies so evaluators can easily find them.
B. Justify in a separate essay each of the four strategies implemented in the lesson plan in part A1 for use with the class as a whole. Provide one academic citation for each of the four strategies identified in the lesson plan (A1).
Note: Academic sources include professional journal articles, the course of study textbook, articles listed in the textbook, articles in the course of study, etc.
C. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
D. Demonstrate professional communication in the content and presentation of your submission
Science Lesson Plan and Essay Assignment
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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