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– ## MODULE10DiscussionRESPONCE.docx **## MODULE10DiscussionRESPONCE.docx** **Paige Fanelli** Over the course of EDU 5220, I have experienced significant growth as an early childhood educator. Here are five key takeaways that helped shape my knowledge, skills, and philosophy. 1. The Power of Play-B…
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**## MODULE10DiscussionRESPONCE.docx**
**Paige Fanelli**
Over the course of EDU 5220, I have experienced significant growth as an early childhood educator. Here are five key takeaways that helped shape my knowledge, skills, and philosophy.
1. The Power of Play-Based Learning
One of the most impactful concepts I explored was the importance of guided play as a vehicle for academic and social-emotional development. Before this course, I appreciated play but did not fully understand how it could align with standards and learning goals. Weisberg et al. (2013) showed that guided play supports cognitive flexibility, language development, and peer collaboration.. reminding me that play is both joyful and purposeful.
2. Shifting Perspectives on Technology in Early Childhood
My outlook on technology use with young children changed significantly. Through our Module 9 discussions and resources, including the ABC News (Noyce, 2016) and NBC News (2018) videos, I learned that technology can be a powerful tool when used intentionally, in moderation, and as a complement but NOT a replacement for hands-on learning. I now feel more confident navigating conversations with families and administrators about thoughtful tech integration.
3. Family Engagement Is Essential
I came to better understand that family engagement goes beyond newsletters and parent-teacher conferences. Morrison et al. (2022) emphasize the importance of viewing families as partners in learning, and I now strive to build two-way, respectful relationships with caregivers that reflect cultural values and diverse experiences. Class discussions helped me realize that even small efforts to connect with families can have a lasting impact.
4. Guiding Behavior Through a Social Constructivist Lens
Our exploration of behavior guidance (Chapters 14 & 17) helped me shift away from behavior “management” toward the idea of co-constructing a community of learners. I now use strategies like modeling, redirection, and problem-solving circles to guide children’s behavior in ways that promote empathy, accountability, and respect. Understanding the 10 Steps to Guiding Behavior provided a concrete, respectful framework for my practice.
5. The Importance of Culturally Responsive Teaching
This course challenged me to reflect on my own biases and to incorporate more inclusive practices. I now seek out resources that represent diverse cultures, encourage children to share their home languages and traditions, and use instructional strategies that are responsive to all learners. Chapter 15 emphasized that differentiation is not just good teaching, it is equity in action.
Overall, I leave this course with a deeper commitment to developmentally appropriate practice, advocacy for the whole child, and a stronger appreciation for the roles of families and communities in early learning.
**References**
Morrison, G. S., Woika, M. J., & Breffni, L. (2022).
_Early childhood education today_ (15th ed.). Pearson.
NBC News. (2018, May 17).
_Screens may affect your child's brain development | Better_ [Video]. YouTube.
[https://www.youtube.com/watch?v=ndOB-vXwXxMLinks to an external site.](https://www.youtube.com/watch?v=ndOB-vXwXxM)
Noyce, J. (2016, October 27).
_Experts, educators split on whether preschoolers should be using digital devices_. ABC News.
[https://www.abc.net.au/news/2016-10-27/should-children-be-using-digital-devices-at-preschool/7972268Links to an external site.](https://www.abc.net.au/news/2016-10-27/should-children-be-using-digital-devices-at-preschool/7972268)
Weisberg, D. S., Hirsh Pasek, K., & Golinkoff, R. M. (2013). Guided play: Where curricular goals meet a playful pedagogy.
_Mind, Brain, and Education_, 7(2), 104–112.
[https://doi.org/10.1111/mbe.12015Links to an external site.](https://doi.org/10.1111/mbe.12015)
2.
[**Dawn Pierce**](https://molloy.instructure.com/courses/38987/users/45306)
Aug 7 8:56am
Reply from Dawn Pierce
This course has helped me grow in ways I did not expect, not just in my teaching, but in how I think about children, families, and the larger picture in education. A lot of what we read and discussed has stayed with me, and these five takeaways stand out the most as I think about the kind of educator I want to be.
1. One of the biggest shifts for me was thinking about behavior not as something to “fix”, but something to understand. The idea that behavior is a form of communication connected for me (Morrison, Woika, & Breffni, 2022). When we take the time to build relationships and really see the children, especially those with challenges, it changes everything. I have already started thinking differently about how I would respond in the moment.
2. As someone who just completed my TESOL courses, I appreciated how this course emphasized the importance of honoring children’s home languages and cultures. We cannot separate language from identity. Supporting Dual Language Learners is not just about modifying instruction; it is about creating space where children feel seen and safe enough to take risks.
3. The readings reinforced the importance of family engagement and made me consider practical ways to build stronger everyday relationships with families beyond just conferences or events.
4. Before this class, I had not thought much about how deep the issue of absenteeism goes. It is not just about actually “getting to school”, it is about everything from mental health to housing, whether children feel like school is a safe place. The readings helped me understand the root causes, and I feel more prepared to spot signs early and support families who might be struggling.
5. This course made me reflect on my identity as an educator and recognize how values shape my teaching and interactions with families. The readings, peer posts, and discussions have shown me that learning is an ongoing process.
Looking back, I feel more grounded in what matters to me as a teacher and more ready to advocate for children and their families in meaningful ways. Thank you for your guidance throughout this course and your thoughtful and positive feedback on each assignment. I have learned so much.
Reference
Morrison, G. S., Woika, M. J., & Breffni, L. (2022).
_Early childhood education today_ (15th ed.). Pearson.
## image1.png
**## MODULE10DiscussionRESPONCE.docx**
**Paige Fanelli**
Over the course of EDU 5220, I have experienced significant growth as an early childhood educator. Here are five key takeaways that helped shape my knowledge, skills, and philosophy.
1. The Power of Play-Based Learning
One of the most impactful concepts I explored was the importance of guided play as a vehicle for academic and social-emotional development. Before this course, I appreciated play but did not fully understand how it could align with standards and learning goals. Weisberg et al. (2013) showed that guided play supports cognitive flexibility, language development, and peer collaboration.. reminding me that play is both joyful and purposeful.
2. Shifting Perspectives on Technology in Early Childhood
My outlook on technology use with young children changed significantly. Through our Module 9 discussions and resources, including the ABC News (Noyce, 2016) and NBC News (2018) videos, I learned that technology can be a powerful tool when used intentionally, in moderation, and as a complement but NOT a replacement for hands-on learning. I now feel more confident navigating conversations with families and administrators about thoughtful tech integration.
3. Family Engagement Is Essential
I came to better understand that family engagement goes beyond newsletters and parent-teacher conferences. Morrison et al. (2022) emphasize the importance of viewing families as partners in learning, and I now strive to build two-way, respectful relationships with caregivers that reflect cultural values and diverse experiences. Class discussions helped me realize that even small efforts to connect with families can have a lasting impact.
4. Guiding Behavior Through a Social Constructivist Lens
Our exploration of behavior guidance (Chapters 14 & 17) helped me shift away from behavior “management” toward the idea of co-constructing a community of learners. I now use strategies like modeling, redirection, and problem-solving circles to guide children’s behavior in ways that promote empathy, accountability, and respect. Understanding the 10 Steps to Guiding Behavior provided a concrete, respectful framework for my practice.
5. The Importance of Culturally Responsive Teaching
This course challenged me to reflect on my own biases and to incorporate more inclusive practices. I now seek out resources that represent diverse cultures, encourage children to share their home languages and traditions, and use instructional strategies that are responsive to all learners. Chapter 15 emphasized that differentiation is not just good teaching, it is equity in action.
Overall, I leave this course with a deeper commitment to developmentally appropriate practice, advocacy for the whole child, and a stronger appreciation for the roles of families and communities in early learning.
**References**
Morrison, G. S., Woika, M. J., & Breffni, L. (2022).
_Early childhood education today_ (15th ed.). Pearson.
NBC News. (2018, May 17).
_Screens may affect your child's brain development | Better_ [Video]. YouTube.
[https://www.youtube.com/watch?v=ndOB-vXwXxMLinks to an external site.](https://www.youtube.com/watch?v=ndOB-vXwXxM)
Noyce, J. (2016, October 27).
_Experts, educators split on whether preschoolers should be using digital devices_. ABC News.
[https://www.abc.net.au/news/2016-10-27/should-children-be-using-digital-devices-at-preschool/7972268Links to an external site.](https://www.abc.net.au/news/2016-10-27/should-children-be-using-digital-devices-at-preschool/7972268)
Weisberg, D. S., Hirsh Pasek, K., & Golinkoff, R. M. (2013). Guided play: Where curricular goals meet a playful pedagogy.
_Mind, Brain, and Education_, 7(2), 104–112.
[https://doi.org/10.1111/mbe.12015Links to an external site.](https://doi.org/10.1111/mbe.12015)
2.
[**Dawn Pierce**](https://molloy.instructure.com/courses/38987/users/45306)
Aug 7 8:56am
Reply from Dawn Pierce
This course has helped me grow in ways I did not expect, not just in my teaching, but in how I think about children, families, and the larger picture in education. A lot of what we read and discussed has stayed with me, and these five takeaways stand out the most as I think about the kind of educator I want to be.
1. One of the biggest shifts for me was thinking about behavior not as something to “fix”, but something to understand. The idea that behavior is a form of communication connected for me (Morrison, Woika, & Breffni, 2022). When we take the time to build relationships and really see the children, especially those with challenges, it changes everything. I have already started thinking differently about how I would respond in the moment.
2. As someone who just completed my TESOL courses, I appreciated how this course emphasized the importance of honoring children’s home languages and cultures. We cannot separate language from identity. Supporting Dual Language Learners is not just about modifying instruction; it is about creating space where children feel seen and safe enough to take risks.
3. The readings reinforced the importance of family engagement and made me consider practical ways to build stronger everyday relationships with families beyond just conferences or events.
4. Before this class, I had not thought much about how deep the issue of absenteeism goes. It is not just about actually “getting to school”, it is about everything from mental health to housing, whether children feel like school is a safe place. The readings helped me understand the root causes, and I feel more prepared to spot signs early and support families who might be struggling.
5. This course made me reflect on my identity as an educator and recognize how values shape my teaching and interactions with families. The readings, peer posts, and discussions have shown me that learning is an ongoing process.
Looking back, I feel more grounded in what matters to me as a teacher and more ready to advocate for children and their families in meaningful ways. Thank you for your guidance throughout this course and your thoughtful and positive feedback on each assignment. I have learned so much.
Reference
Morrison, G. S., Woika, M. J., & Breffni, L. (2022).
_Early childhood education today_ (15th ed.). Pearson.
## image1.png
I need help with my homework – ## RequiredResourdcestopart4.docx – ## instructionsandRubrictopart4.docx – ScienceUnitPlanTemplatewith4Parts1.docx **## RequiredResourdcestopart4.docx** 5 Ways to Explore Science Concepts Through Movement **Required** Read “5 Ways to Explore Science Concepts Through Mo…
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– ## RequiredResourdcestopart4.docx
– ## instructionsandRubrictopart4.docx
– ScienceUnitPlanTemplatewith4Parts1.docx
**## RequiredResourdcestopart4.docx**
5 Ways to Explore Science Concepts Through Movement
**Required**
Read “5 Ways to Explore Science Concepts Through Movement,” by Wilson, located on the Edutopia website (202
… Read More
https://www.edutopia.org/article/5-ways-explore-science-concepts-through-movement
Strategies for Connecting Activities in Physical Education and the Classroom
**Required**
Read “Strategies for Connecting Activities in Physical Education and the Classroom,” by Cosgrove and Richar
… Read More
https://doi-org.lopes.idm.oclc.org/10.1080/08924562.2019.1657999
How to Teach STEM Activities in Elementary Classrooms
**Required**
Read “How to Teach STEM Activities in Elementary Classrooms,” located on the Waterford.org website (2019).
… Read More
https://www.waterford.org/education/stem-activities-for-elementary/
Keepin’ Science Real: STEM it Up!
**Required**
Listen to “Keepin’ Science Real: STEM it Up!” by Eickhoff, located on the Savvas Learning Company web
… Read More
https://blog.savvas.com/keepin-science-real-stem-it-up/
The 8 Standards for Mathematical Practice
**Required**
Watch “The 8 Standards for Mathematical Practice,” located on YouTube (2020).
https://youtu.be/Yu54G6Rpq0A
Mathematical Practice Standards
**Required**
Explore “Mathematical Practice Standards,” located on The University of Texas at Austin Charles A. Dana Cen
… Read More
https://www.insidemathematics.org/common-core-resources/mathematical-practice-standards
Digital Science Notebooks: A Tool for Supporting Scientific Literacy at the Elementary Level
**Required**
Read “Digital Science Notebooks: A Tool for Supporting Scientific Literacy at the Elem
… Read More
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1294281&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost
4 Ways to Build Literacy into Science Lessons
**Required**
Watch “4 Ways to Build Literacy into Science Lessons,” located on YouTube (2021).
https://youtu.be/8xRTzVj8vSY
Writing Like a Scientist
**Required**
Read “Writing Like a Scientist,” by Glen and Moukhtarian, from
_Science and Children_ (2019).
https://lopes.idm.oclc.org/lo
**## instructionsandRubrictopart4.docx**
Requires Lopeswrite
Assessment Description
As an educator, you will be called to integrate different disciplines into your science curriculum and lessons. Math and literacy integration will support students in evaluating and applying science content. At other times, you may be asked to address state content standards beyond science, such as standards for health and/or technology. Facilitating meaningful connections between disciplines allows students to extend their thinking and problem-solving by bringing learning into more real-world applications.
**Part 1: Materials, Resources, and Integration**
For this assignment, complete the following components in the “ELM-570 Science Unit Plan" template:
·
**Materials and Resources:** List appropriate and relevant materials and resources needed for each day’s lesson.
·
**Technology Integration:** Describe technological tools and strategies for integrating technology into the week’s unit plan to support and enhance the science content.
·
**Health Integration:** Identify health skills and concepts, such as human movement, activity, fitness, emotional health, and motor skills, that will be supported throughout the unit plan and describe how those concepts will be integrated into the designed activities from Topic 3.
·
**Math Connections:** Identify at least one mathematical practice standard or skill (e.g., accuracy, precision, estimation, measurement, and data analysis ) to support the science instruction and describe how the practice standard or skill will support student learning in the unit plan.
·
**Literacy:** Describe a minimum of two areas of literacy (reading, writing, listening, and speaking) that are integrated into the unit plan. Identify which activities designed in Topic 3 support each literacy area.
**Part 2: Reflection**
In 250-500 words, summarize and reflect on the process of creating a cohesive, weeklong unit plan that successfully incorporates crosscutting concepts, science and engineering practices, and multiple disciplines. Include the following in your reflection:
· Describe how you seamlessly integrated technology and cross-curricular skills into the unit plan.
· Discuss how you created opportunities to promote health education that will positively contribute to a good quality of life for students and explain why this is important.
· Explain how your materials, resources, and technology can create engagement and motivation during science instruction.
**_Note:_** _Ensure your unit plan has been revised if instructor feedback was provided in prior topics._
Support your assignment with at least 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 starting the assignment to become familiar with the expectations for successful completion.
**Rubric Criteria**
**Materials and Resources**
6 points
**Criteria Description**
Materials and Resources
**5. Target**
6 points
The materials and resources listed are innovative and ideal.
**4. Acceptable**
5.22 points
The materials and resources listed are relevant and appropriate.
**No Submission**
0 points
Not addressed.
**Technology Integration**
9 points
**Criteria Description**
Technology Integration
**5. Target**
9 points
Technological tools and strategies for integrating technology into the unit plan are superior and proficiently support and enhance the science content.
**4. Acceptable**
7.83 points
Technological tools and strategies for integrating technology into the unit plan are credible and reasonably support and enhance the science content.
**No Submission**
0 points
Not addressed.
**Health Integration**
9 points
**Criteria Description**
Health Integration
**5. Target**
9 points
Health skills and concepts that will be supported throughout the unit plan are exceptional. Description of how the concepts will be integrated into the designed activities is realistic.
**4. Acceptable**
7.83 points
Health skills and concepts that will be supported throughout the unit plan are logical. A description of how the concepts will be integrated into the designed activities is suitable.
**No Submission**
0 points
Not addressed.
**Math Connections**
6 points
**Criteria Description**
Math Connections
**5. Target**
6 points
The mathematical practice standard or skill that supports science instruction is meaningful. Description of how the practice standard or skill supports student learning throughout the unit plan is insightful.
**4. Acceptable**
5.22 points
The mathematical practice standard or skill that supports science instruction is solid. Description of how the practice standard or skill supports student learning throughout the unit plan is clear.
**No Submission**
0 points
Not addressed.
**Literacy**
6 points
**Criteria Description**
Literacy
**5. Target**
6 points
Areas of literacy that will be integrated into the unit plan are meaningful. Activities that support each area of literacy are of high quality.
**4. Acceptable**
5.22 points
Areas of literacy that will be integrated into the unit plan are sound. Activities that support each area of literacy are noteworthy.
**No Submission**
0 points
Not addressed.
**Reflection**
12 points
**Criteria Description**
Reflection
**5. Target**
12 points
The description of the process of integrating technology and cross-curricular skills into the unit plan is convincing. Discussion of how opportunities were created to promote health education that positively contributes to a good quality of life for students is thought-provoking, and the explanation of why it is essential is substantial. The way the selected materials, resources, and technology create engagement and motivation is sophisticated.
**4. Acceptable**
10.44 points
Description of the process of integrating technology and cross-curricular skills into the unit plan is apt. Discussion of how opportunities were created to promote health education that positively contributes to a good quality of life for students is significant, and the explanation of why it is essential is successful. The reason why the selected materials, resources, and technology create engagement and motivation is adequate.
**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 format is free of error.
**4. Acceptable**
5.22 points
Supporting research is credible and relevant. Sources are documented, as appropriate to 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 are used throughout.
**4. Acceptable**
5.22 points
Few mechanical errors are present. Suitable language choice and sentence structure are used.
**ScienceUnitPlanTemplatewith4Parts1.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/scienceunitplantemplatewith4parts1-docx)
**ScienceUnitPlanTemplatewith4Parts1.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/scienceunitplantemplatewith4parts1-docx)
**## RequiredResourdcestopart4.docx**
5 Ways to Explore Science Concepts Through Movement
**Required**
Read “5 Ways to Explore Science Concepts Through Movement,” by Wilson, located on the Edutopia website (202
… Read More
https://www.edutopia.org/article/5-ways-explore-science-concepts-through-movement
Strategies for Connecting Activities in Physical Education and the Classroom
**Required**
Read “Strategies for Connecting Activities in Physical Education and the Classroom,” by Cosgrove and Richar
… Read More
https://doi-org.lopes.idm.oclc.org/10.1080/08924562.2019.1657999
How to Teach STEM Activities in Elementary Classrooms
**Required**
Read “How to Teach STEM Activities in Elementary Classrooms,” located on the Waterford.org website (2019).
… Read More
https://www.waterford.org/education/stem-activities-for-elementary/
Keepin’ Science Real: STEM it Up!
**Required**
Listen to “Keepin’ Science Real: STEM it Up!” by Eickhoff, located on the Savvas Learning Company web
… Read More
https://blog.savvas.com/keepin-science-real-stem-it-up/
The 8 Standards for Mathematical Practice
**Required**
Watch “The 8 Standards for Mathematical Practice,” located on YouTube (2020).
https://youtu.be/Yu54G6Rpq0A
Mathematical Practice Standards
**Required**
Explore “Mathematical Practice Standards,” located on The University of Texas at Austin Charles A. Dana Cen
… Read More
https://www.insidemathematics.org/common-core-resources/mathematical-practice-standards
Digital Science Notebooks: A Tool for Supporting Scientific Literacy at the Elementary Level
**Required**
Read “Digital Science Notebooks: A Tool for Supporting Scientific Literacy at the Elem
… Read More
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1294281&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost
4 Ways to Build Literacy into Science Lessons
**Required**
Watch “4 Ways to Build Literacy into Science Lessons,” located on YouTube (2021).
https://youtu.be/8xRTzVj8vSY
Writing Like a Scientist
**Required**
Read “Writing Like a Scientist,” by Glen and Moukhtarian, from
_Science and Children_ (2019).
https://lopes.idm.oclc.org/lo
**## instructionsandRubrictopart4.docx**
Requires Lopeswrite
Assessment Description
As an educator, you will be called to integrate different disciplines into your science curriculum and lessons. Math and literacy integration will support students in evaluating and applying science content. At other times, you may be asked to address state content standards beyond science, such as standards for health and/or technology. Facilitating meaningful connections between disciplines allows students to extend their thinking and problem-solving by bringing learning into more real-world applications.
**Part 1: Materials, Resources, and Integration**
For this assignment, complete the following components in the “ELM-570 Science Unit Plan" template:
·
**Materials and Resources:** List appropriate and relevant materials and resources needed for each day’s lesson.
·
**Technology Integration:** Describe technological tools and strategies for integrating technology into the week’s unit plan to support and enhance the science content.
·
**Health Integration:** Identify health skills and concepts, such as human movement, activity, fitness, emotional health, and motor skills, that will be supported throughout the unit plan and describe how those concepts will be integrated into the designed activities from Topic 3.
·
**Math Connections:** Identify at least one mathematical practice standard or skill (e.g., accuracy, precision, estimation, measurement, and data analysis ) to support the science instruction and describe how the practice standard or skill will support student learning in the unit plan.
·
**Literacy:** Describe a minimum of two areas of literacy (reading, writing, listening, and speaking) that are integrated into the unit plan. Identify which activities designed in Topic 3 support each literacy area.
**Part 2: Reflection**
In 250-500 words, summarize and reflect on the process of creating a cohesive, weeklong unit plan that successfully incorporates crosscutting concepts, science and engineering practices, and multiple disciplines. Include the following in your reflection:
· Describe how you seamlessly integrated technology and cross-curricular skills into the unit plan.
· Discuss how you created opportunities to promote health education that will positively contribute to a good quality of life for students and explain why this is important.
· Explain how your materials, resources, and technology can create engagement and motivation during science instruction.
**_Note:_** _Ensure your unit plan has been revised if instructor feedback was provided in prior topics._
Support your assignment with at least 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 starting the assignment to become familiar with the expectations for successful completion.
**Rubric Criteria**
**Materials and Resources**
6 points
**Criteria Description**
Materials and Resources
**5. Target**
6 points
The materials and resources listed are innovative and ideal.
**4. Acceptable**
5.22 points
The materials and resources listed are relevant and appropriate.
**No Submission**
0 points
Not addressed.
**Technology Integration**
9 points
**Criteria Description**
Technology Integration
**5. Target**
9 points
Technological tools and strategies for integrating technology into the unit plan are superior and proficiently support and enhance the science content.
**4. Acceptable**
7.83 points
Technological tools and strategies for integrating technology into the unit plan are credible and reasonably support and enhance the science content.
**No Submission**
0 points
Not addressed.
**Health Integration**
9 points
**Criteria Description**
Health Integration
**5. Target**
9 points
Health skills and concepts that will be supported throughout the unit plan are exceptional. Description of how the concepts will be integrated into the designed activities is realistic.
**4. Acceptable**
7.83 points
Health skills and concepts that will be supported throughout the unit plan are logical. A description of how the concepts will be integrated into the designed activities is suitable.
**No Submission**
0 points
Not addressed.
**Math Connections**
6 points
**Criteria Description**
Math Connections
**5. Target**
6 points
The mathematical practice standard or skill that supports science instruction is meaningful. Description of how the practice standard or skill supports student learning throughout the unit plan is insightful.
**4. Acceptable**
5.22 points
The mathematical practice standard or skill that supports science instruction is solid. Description of how the practice standard or skill supports student learning throughout the unit plan is clear.
**No Submission**
0 points
Not addressed.
**Literacy**
6 points
**Criteria Description**
Literacy
**5. Target**
6 points
Areas of literacy that will be integrated into the unit plan are meaningful. Activities that support each area of literacy are of high quality.
**4. Acceptable**
5.22 points
Areas of literacy that will be integrated into the unit plan are sound. Activities that support each area of literacy are noteworthy.
**No Submission**
0 points
Not addressed.
**Reflection**
12 points
**Criteria Description**
Reflection
**5. Target**
12 points
The description of the process of integrating technology and cross-curricular skills into the unit plan is convincing. Discussion of how opportunities were created to promote health education that positively contributes to a good quality of life for students is thought-provoking, and the explanation of why it is essential is substantial. The way the selected materials, resources, and technology create engagement and motivation is sophisticated.
**4. Acceptable**
10.44 points
Description of the process of integrating technology and cross-curricular skills into the unit plan is apt. Discussion of how opportunities were created to promote health education that positively contributes to a good quality of life for students is significant, and the explanation of why it is essential is successful. The reason why the selected materials, resources, and technology create engagement and motivation is adequate.
**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 format is free of error.
**4. Acceptable**
5.22 points
Supporting research is credible and relevant. Sources are documented, as appropriate to 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 are used throughout.
**4. Acceptable**
5.22 points
Few mechanical errors are present. Suitable language choice and sentence structure are used.
**ScienceUnitPlanTemplatewith4Parts1.docx**
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**## RequiredResourdcestopart4.docx**
5 Ways to Explore Science Concepts Through Movement
**Required**
Read “5 Ways to Explore Science Concepts Through Movement,” by Wilson, located on the Edutopia website (202
… Read More
https://www.edutopia.org/article/5-ways-explore-science-concepts-through-movement
Strategies for Connecting Activities in Physical Education and the Classroom
**Required**
Read “Strategies for Connecting Activities in Physical Education and the Classroom,” by Cosgrove and Richar
… Read More
https://doi-org.lopes.idm.oclc.org/10.1080/08924562.2019.1657999
How to Teach STEM Activities in Elementary Classrooms
**Required**
Read “How to Teach STEM Activities in Elementary Classrooms,” located on the Waterford.org website (2019).
… Read More
https://www.waterford.org/education/stem-activities-for-elementary/
Keepin’ Science Real: STEM it Up!
**Required**
Listen to “Keepin’ Science Real: STEM it Up!” by Eickhoff, located on the Savvas Learning Company web
… Read More
https://blog.savvas.com/keepin-science-real-stem-it-up/
The 8 Standards for Mathematical Practice
**Required**
Watch “The 8 Standards for Mathematical Practice,” located on YouTube (2020).
https://youtu.be/Yu54G6Rpq0A
Mathematical Practice Standards
**Required**
Explore “Mathematical Practice Standards,” located on The University of Texas at Austin Charles A. Dana Cen
… Read More
https://www.insidemathematics.org/common-core-resources/mathematical-practice-standards
Digital Science Notebooks: A Tool for Supporting Scientific Literacy at the Elementary Level
**Required**
Read “Digital Science Notebooks: A Tool for Supporting Scientific Literacy at the Elem
… Read More
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1294281&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost
4 Ways to Build Literacy into Science Lessons
**Required**
Watch “4 Ways to Build Literacy into Science Lessons,” located on YouTube (2021).
https://youtu.be/8xRTzVj8vSY
Writing Like a Scientist
**Required**
Read “Writing Like a Scientist,” by Glen and Moukhtarian, from
_Science and Children_ (2019).
https://lopes.idm.oclc.org/lo
**## instructionsandRubrictopart4.docx**
Requires Lopeswrite
Assessment Description
As an educator, you will be called to integrate different disciplines into your science curriculum and lessons. Math and literacy integration will support students in evaluating and applying science content. At other times, you may be asked to address state content standards beyond science, such as standards for health and/or technology. Facilitating meaningful connections between disciplines allows students to extend their thinking and problem-solving by bringing learning into more real-world applications.
**Part 1: Materials, Resources, and Integration**
For this assignment, complete the following components in the “ELM-570 Science Unit Plan" template:
·
**Materials and Resources:** List appropriate and relevant materials and resources needed for each day’s lesson.
·
**Technology Integration:** Describe technological tools and strategies for integrating technology into the week’s unit plan to support and enhance the science content.
·
**Health Integration:** Identify health skills and concepts, such as human movement, activity, fitness, emotional health, and motor skills, that will be supported throughout the unit plan and describe how those concepts will be integrated into the designed activities from Topic 3.
·
**Math Connections:** Identify at least one mathematical practice standard or skill (e.g., accuracy, precision, estimation, measurement, and data analysis ) to support the science instruction and describe how the practice standard or skill will support student learning in the unit plan.
·
**Literacy:** Describe a minimum of two areas of literacy (reading, writing, listening, and speaking) that are integrated into the unit plan. Identify which activities designed in Topic 3 support each literacy area.
**Part 2: Reflection**
In 250-500 words, summarize and reflect on the process of creating a cohesive, weeklong unit plan that successfully incorporates crosscutting concepts, science and engineering practices, and multiple disciplines. Include the following in your reflection:
· Describe how you seamlessly integrated technology and cross-curricular skills into the unit plan.
· Discuss how you created opportunities to promote health education that will positively contribute to a good quality of life for students and explain why this is important.
· Explain how your materials, resources, and technology can create engagement and motivation during science instruction.
**_Note:_** _Ensure your unit plan has been revised if instructor feedback was provided in prior topics._
Support your assignment with at least 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 starting the assignment to become familiar with the expectations for successful completion.
**Rubric Criteria**
**Materials and Resources**
6 points
**Criteria Description**
Materials and Resources
**5. Target**
6 points
The materials and resources listed are innovative and ideal.
**4. Acceptable**
5.22 points
The materials and resources listed are relevant and appropriate.
**No Submission**
0 points
Not addressed.
**Technology Integration**
9 points
**Criteria Description**
Technology Integration
**5. Target**
9 points
Technological tools and strategies for integrating technology into the unit plan are superior and proficiently support and enhance the science content.
**4. Acceptable**
7.83 points
Technological tools and strategies for integrating technology into the unit plan are credible and reasonably support and enhance the science content.
**No Submission**
0 points
Not addressed.
**Health Integration**
9 points
**Criteria Description**
Health Integration
**5. Target**
9 points
Health skills and concepts that will be supported throughout the unit plan are exceptional. Description of how the concepts will be integrated into the designed activities is realistic.
**4. Acceptable**
7.83 points
Health skills and concepts that will be supported throughout the unit plan are logical. A description of how the concepts will be integrated into the designed activities is suitable.
**No Submission**
0 points
Not addressed.
**Math Connections**
6 points
**Criteria Description**
Math Connections
**5. Target**
6 points
The mathematical practice standard or skill that supports science instruction is meaningful. Description of how the practice standard or skill supports student learning throughout the unit plan is insightful.
**4. Acceptable**
5.22 points
The mathematical practice standard or skill that supports science instruction is solid. Description of how the practice standard or skill supports student learning throughout the unit plan is clear.
**No Submission**
0 points
Not addressed.
**Literacy**
6 points
**Criteria Description**
Literacy
**5. Target**
6 points
Areas of literacy that will be integrated into the unit plan are meaningful. Activities that support each area of literacy are of high quality.
**4. Acceptable**
5.22 points
Areas of literacy that will be integrated into the unit plan are sound. Activities that support each area of literacy are noteworthy.
**No Submission**
0 points
Not addressed.
**Reflection**
12 points
**Criteria Description**
Reflection
**5. Target**
12 points
The description of the process of integrating technology and cross-curricular skills into the unit plan is convincing. Discussion of how opportunities were created to promote health education that positively contributes to a good quality of life for students is thought-provoking, and the explanation of why it is essential is substantial. The way the selected materials, resources, and technology create engagement and motivation is sophisticated.
**4. Acceptable**
10.44 points
Description of the process of integrating technology and cross-curricular skills into the unit plan is apt. Discussion of how opportunities were created to promote health education that positively contributes to a good quality of life for students is significant, and the explanation of why it is essential is successful. The reason why the selected materials, resources, and technology create engagement and motivation is adequate.
**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 format is free of error.
**4. Acceptable**
5.22 points
Supporting research is credible and relevant. Sources are documented, as appropriate to 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 are used throughout.
**4. Acceptable**
5.22 points
Few mechanical errors are present. Suitable language choice and sentence structure are used.
**ScienceUnitPlanTemplatewith4Parts1.docx**
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After the specific activity is planned, discuss how the activity would be transferred to the “Multiple Means of Representation, Multiple Means of Engagement, and Multiple Means of Expression” sections of the “COE Lesson Plan Template.” Be sure to consider appropriate differentiation for the students…
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Order on TutorsGallery →After the specific activity is planned, discuss how the activity would be transferred to the “Multiple Means of Representation, Multiple Means of Engagement, and Multiple Means of Expression” sections of the “COE Lesson Plan Template.” Be sure to consider appropriate differentiation for the students in the class.
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In this Assignment, you will create a social media strategy for your own small business or a business idea you have. The goal is to develop a strategy that aligns with your business objectives, supports content planning, and includes measurable metrics for success. You will present this information …
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Order on TutorsGallery →In this Assignment, you will create a social media strategy for your own small business or a business idea you have. The goal is to develop a strategy that aligns with your business objectives, supports content planning, and includes measurable metrics for success.
You will present this information to me in a PowerPoint presentation.
1. Business Overview
– Briefly describe your small business or business idea. Include the products or services you offer, your target audience, and your overall business goals.
2. Social Media Goals
– Define the specific goals you want to achieve through social media. Are you aiming to increase brand awareness, drive website traffic, boost sales, or engage with your audience? Ensure your goals align with your broader business objectives.
3. Platform Selection
– Choose the social media platforms that best fit your target audience and business type (e.g., Instagram, Facebook, LinkedIn, TikTok). Explain why these platforms are suitable for your business and how you will use them effectively.
4. Content Planning and Creation
– Outline your content strategy, including types of content you will create (e.g., blog posts, videos, infographics, stories). Discuss how your content will reflect your brand's voice and engage your audience. Include a brief content calendar with examples of posts for at least two weeks.
5. Key Performance Indicators (KPIs)
– Identify the key performance indicators you will use to measure the success of your social media strategy. Consider metrics such as engagement rate, follower growth, website traffic, and conversion rates. Explain why these KPIs are important for your strategy.
6. Budget
– Provide a budget outline for your social media marketing efforts. Include costs such as content creation, paid ads, or social media management tools. Ensure that your budget aligns with your business’s financial resources.
7. Evaluation and Adjustment Plan
– Explain how you will track your KPIs and what steps you will take if your social media strategy is not achieving the desired results. Include how you plan to adjust your content, budget, or platform focus to improve performance.
For this assignment, you will be writing case briefs for cases related to the topic for the week. For week five, you will be writing briefs on cases dealing specifically with obscenity and indecency. You will choose four cases from the list below, for a total of FOUR case briefs. Attached to this as…
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Order on TutorsGallery →For this assignment, you will be writing case briefs for cases related to the topic for the week. For week five, you will be writing briefs on cases dealing specifically with obscenity and indecency. You will choose four cases from the list below, for a total of FOUR case briefs. Attached to this assignment are two files. One is the template for the assignment and one is an example of how to write the brief. In the case brief template, each section is explained. Simply use the headings in your own brief. **The purpose of this assignment is to be able to analyze and break down a case to its simplest terms. This is NOT about cutting and pasting from the actual case documents. Cutting and pasting from the law cases constitutes plagiarism. Please do not do this.**
OSBCENITY/INDECENCY
_Roth v. United States_ (1957)
_Freedman v. Maryland_ (1965)
_A Book Named "John Cleland's Memoirs of A Woman of Pleasure" v. Attorney General of Massachusetts (Memoirs v. Massachusetts_ (1966)
_Miller v. California_ (1973)
_American Booksellers Association v. Hudnut_ (1985)
_City of Renton v. Playtime Theaters_ (1986)
_Ashcroft v. Free Speech Coalition_ (2002)
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