Assignment Prompt & Instructions
I need help with my homework
– ## Requriedreferencesforpart3assingment.docx
– ## assignmentpart3instructionwithrubric.docx
– ScienceUnitPlanTemplatewith3parts.docx
**## Requriedreferencesforpart3assingment.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
5E Model of Instruction
**Required**
Read “5E Model of Instruction,” located on the San Diego County Office of Education website.
https://www.sdcoe.net/ngss/evidence-based-practices/5e-model-of-instruction
Phenomenon
**Required**
Explore “Phenomenon,” located on The Wonder of Science website.
https://thewonderofscience.com/phenomenal
Vocabulary Instructional Strategies in a Middle-Level Science Classroom
**Required**
Read “Vocabulary Instructional Strategies in a Middle-Level Science Classroom,” by Harper, from
_Reading_
… Read More
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=141261084&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost
Promoting Scientific Inquiry Inside and Outside of the Classroom
**Required**
Read “Promoting Scientific Inquiry Inside and Outside of the Classroom,” by Toro, located on the Edutopia w
… Read More
https://www.edutopia.org/article/promoting-scientific-inquiry-inside-and-outside-classroom
Using Technology to Support Struggling Students: Science Literacy, Vocabulary and Discourse
**Required**
Read “Using Technology to Support Struggling Students: Science Literacy, Vocabulary and Discourse,” located
… Read More
https://www.adlit.org/topics/content-area-literacy/using-technology-support-struggling-students-science-literacy
How to Differentiate for Success in the Science Classroom
**Required**
Read “How to Differentiate for Success in the Science Classroom,” by Romo, located on the Savvas Learning C
… Read More
https://blog.savvas.com/how-to-differentiate-for-success-in-the-science-classroom/
Educational Resources
**Required**
Explore “Educational Resources,” located on the National Science Foundation website.
https://www.nsf.gov/news/classroom/
**## assignmentpart3instructionwithrubric.docx**
Requires Lopeswrite
Assessment Description
Vocabulary is an essential aspect of the planning process that allows teachers to tap into students’ prior knowledge and build background knowledge that may be missing to set students up for success. Building an understanding of necessary vocabulary terms allows students to make meaningful connections to science content that teachers can continue to build on during science instruction. Instructional strategies and activities that facilitate connections between science concepts and real-world application allow students to learn science in deeper and more meaningful ways. Additionally, activities that actively engage students in science learning support mastery of concepts and skills. These are all necessary components of lesson planning once the learning goals have been determined.
**Part 1: Vocabulary, Instructional Strategies, and Lesson Activities**
Continue developing your weeklong unit plan by completing the following components of the “ELM-570 Science Unit Plan" template:
·
**Vocabulary:** Identify the appropriate general academic and content-specific vocabulary students need to be successful in each lesson and explain how the vocabulary will be taught to students.
·
**Instructional Strategy/Strategies:** Identify the instructional strategy/strategies that will be used each day to provide students opportunities to explore, practice, and apply the science content. At least two days should be inquiry-based and focus on student-centered learning opportunities. Use a combination of instructional strategies that are best suited for each day’s lesson and students in the classroom.
·
**Summary of Instruction and Activities**: Write a summary of the instruction, activities, and learning content for each lesson, including how you will connect students’ prior knowledge to key science concepts through the application of major standards-based concepts and modes of inquiry.
·
**Differentiation and Accommodations**: Describe strategies to differentiate and accommodate the lessons’ activities for 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 continuing your unit plan and deciding on instructional strategies that best complement your standards, learning objectives, and assessments. Include the following in your reflection:
· Describe how your instructional strategies align with your standards, learning objectives, and assessments.
· Discuss how your instructional strategies promote exploration/investigation, critical thinking, and problem-solving. Explain how your inquiry-based science instruction will support students in mastering the science content.
· Describe a challenge or misconception that might arise during one of the activities and require additional emphasis or greater accommodations. Explain how you would handle the need for further differentiation or accommodations, and include any resources or support staff you may be able to utilize to meet specific students' needs.
**_Note:_** _Ensure your unit plan has been revised if instructor feedback was provided._
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 starting the assignment to become familiar 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**
**Vocabulary**
6 points
**Criteria Description**
Vocabulary
**5. Target**
6 points
Vocabulary lists are comprehensive, and the terms listed are ideal. Strategies to teach the vocabulary terms are superior.
**4. Acceptable**
5.22 points
Vocabulary lists are complete, and the terms listed are suitable. Strategies to teach the vocabulary terms are credible.
**No Submission**
0 points
Not addressed.
**Instructional Strategies**
6 points
**Criteria Description**
Instructional Strategies
**5. Target**
6 points
Instructional strategies are advanced and proficiently provide students opportunities to explore, practice, and apply science content. Inquiry-based instruction and student-centered learning opportunities are creative.
**4. Acceptable**
5.22 points
Instructional strategies are appropriate and reasonably provide students with opportunities to explore, practice, and apply science content. Inquiry-based instruction and student-centered learning opportunities are explicit.
**. No Submission**
0 points
Not addressed.
**Instruction and Activities**
12 points
**Criteria Description**
Instruction and Activities
**5. Target**
12 points
The summary of the instruction, activities, and learning content for each lesson is thorough. Summary skillfully describes how connections to students’ prior knowledge of key science concepts will be made through application of major standards-based concepts and modes of inquiry.
**4. Acceptable**
10.44 points
A summary of the instruction, activities, and learning content for each lesson is provided. Summary successfully describes how connections to students’ prior knowledge of key science concepts will be made through application of major standards-based concepts and modes of inquiry.
**No Submission**
0 points
Not addressed.
**Differentiation and Accommodations**
9 points
**Criteria Description**
Differentiation and Accommodations
**5. Target**
9 points
Strategies to differentiate and accommodate the lessons’ activities for students with disabilities, students with gifted abilities, ELLs, and early finishers are superior.
**4. Acceptable**
7.83 points
Strategies to differentiate and accommodate the lessons’ activities for students with disabilities, students with gifted abilities, ELLs, and early finishers are sound.
**No Submission**
0 points
Not addressed.
**Reflection: Instructional Strategies**
9 points
**Criteria Description**
Reflection: Instructional Strategies
**5. Target**
9 points
Description of how the instructional strategies align with the standards, learning objectives, and assessments is well-crafted. Discussion of how the strategy promotes exploration/investigation, critical thinking, and problem-solving is exceptional. An explanation of how inquiry-based science instruction supports students in mastering the science content provides new insight.
**4. Acceptable**
7.83 points
Description of how the instructional strategies align with the standards, learning objectives, and assessments is logical. Discussion of how the strategy promotes exploration/investigation, critical thinking, and problem-solving is concise. Explanation of how inquiry-based science instruction supports students in mastering the science content is competent.
**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 assignment and style, and format is free of error.
**4. Acceptable**
5.22 points
**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.
**ScienceUnitPlanTemplatewith3parts.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/scienceunitplantemplatewith3parts-docx)
**ScienceUnitPlanTemplatewith3parts.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/scienceunitplantemplatewith3parts-docx)
**## Requriedreferencesforpart3assingment.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
5E Model of Instruction
**Required**
Read “5E Model of Instruction,” located on the San Diego County Office of Education website.
https://www.sdcoe.net/ngss/evidence-based-practices/5e-model-of-instruction
Phenomenon
**Required**
Explore “Phenomenon,” located on The Wonder of Science website.
https://thewonderofscience.com/phenomenal
Vocabulary Instructional Strategies in a Middle-Level Science Classroom
**Required**
Read “Vocabulary Instructional Strategies in a Middle-Level Science Classroom,” by Harper, from
_Reading_
… Read More
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=141261084&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost
Promoting Scientific Inquiry Inside and Outside of the Classroom
**Required**
Read “Promoting Scientific Inquiry Inside and Outside of the Classroom,” by Toro, located on the Edutopia w
… Read More
https://www.edutopia.org/article/promoting-scientific-inquiry-inside-and-outside-classroom
Using Technology to Support Struggling Students: Science Literacy, Vocabulary and Discourse
**Required**
Read “Using Technology to Support Struggling Students: Science Literacy, Vocabulary and Discourse,” located
… Read More
https://www.adlit.org/topics/content-area-literacy/using-technology-support-struggling-students-science-literacy
How to Differentiate for Success in the Science Classroom
**Required**
Read “How to Differentiate for Success in the Science Classroom,” by Romo, located on the Savvas Learning C
… Read More
https://blog.savvas.com/how-to-differentiate-for-success-in-the-science-classroom/
Educational Resources
**Required**
Explore “Educational Resources,” located on the National Science Foundation website.
https://www.nsf.gov/news/classroom/
**## assignmentpart3instructionwithrubric.docx**
Requires Lopeswrite
Assessment Description
Vocabulary is an essential aspect of the planning process that allows teachers to tap into students’ prior knowledge and build background knowledge that may be missing to set students up for success. Building an understanding of necessary vocabulary terms allows students to make meaningful connections to science content that teachers can continue to build on during science instruction. Instructional strategies and activities that facilitate connections between science concepts and real-world application allow students to learn science in deeper and more meaningful ways. Additionally, activities that actively engage students in science learning support mastery of concepts and skills. These are all necessary components of lesson planning once the learning goals have been determined.
**Part 1: Vocabulary, Instructional Strategies, and Lesson Activities**
Continue developing your weeklong unit plan by completing the following components of the “ELM-570 Science Unit Plan" template:
·
**Vocabulary:** Identify the appropriate general academic and content-specific vocabulary students need to be successful in each lesson and explain how the vocabulary will be taught to students.
·
**Instructional Strategy/Strategies:** Identify the instructional strategy/strategies that will be used each day to provide students opportunities to explore, practice, and apply the science content. At least two days should be inquiry-based and focus on student-centered learning opportunities. Use a combination of instructional strategies that are best suited for each day’s lesson and students in the classroom.
·
**Summary of Instruction and Activities**: Write a summary of the instruction, activities, and learning content for each lesson, including how you will connect students’ prior knowledge to key science concepts through the application of major standards-based concepts and modes of inquiry.
·
**Differentiation and Accommodations**: Describe strategies to differentiate and accommodate the lessons’ activities for 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 continuing your unit plan and deciding on instructional strategies that best complement your standards, learning objectives, and assessments. Include the following in your reflection:
· Describe how your instructional strategies align with your standards, learning objectives, and assessments.
· Discuss how your instructional strategies promote exploration/investigation, critical thinking, and problem-solving. Explain how your inquiry-based science instruction will support students in mastering the science content.
· Describe a challenge or misconception that might arise during one of the activities and require additional emphasis or greater accommodations. Explain how you would handle the need for further differentiation or accommodations, and include any resources or support staff you may be able to utilize to meet specific students' needs.
**_Note:_** _Ensure your unit plan has been revised if instructor feedback was provided._
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 starting the assignment to become familiar 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**
**Vocabulary**
6 points
**Criteria Description**
Vocabulary
**5. Target**
6 points
Vocabulary lists are comprehensive, and the terms listed are ideal. Strategies to teach the vocabulary terms are superior.
**4. Acceptable**
5.22 points
Vocabulary lists are complete, and the terms listed are suitable. Strategies to teach the vocabulary terms are credible.
**No Submission**
0 points
Not addressed.
**Instructional Strategies**
6 points
**Criteria Description**
Instructional Strategies
**5. Target**
6 points
Instructional strategies are advanced and proficiently provide students opportunities to explore, practice, and apply science content. Inquiry-based instruction and student-centered learning opportunities are creative.
**4. Acceptable**
5.22 points
Instructional strategies are appropriate and reasonably provide students with opportunities to explore, practice, and apply science content. Inquiry-based instruction and student-centered learning opportunities are explicit.
**. No Submission**
0 points
Not addressed.
**Instruction and Activities**
12 points
**Criteria Description**
Instruction and Activities
**5. Target**
12 points
The summary of the instruction, activities, and learning content for each lesson is thorough. Summary skillfully describes how connections to students’ prior knowledge of key science concepts will be made through application of major standards-based concepts and modes of inquiry.
**4. Acceptable**
10.44 points
A summary of the instruction, activities, and learning content for each lesson is provided. Summary successfully describes how connections to students’ prior knowledge of key science concepts will be made through application of major standards-based concepts and modes of inquiry.
**No Submission**
0 points
Not addressed.
**Differentiation and Accommodations**
9 points
**Criteria Description**
Differentiation and Accommodations
**5. Target**
9 points
Strategies to differentiate and accommodate the lessons’ activities for students with disabilities, students with gifted abilities, ELLs, and early finishers are superior.
**4. Acceptable**
7.83 points
Strategies to differentiate and accommodate the lessons’ activities for students with disabilities, students with gifted abilities, ELLs, and early finishers are sound.
**No Submission**
0 points
Not addressed.
**Reflection: Instructional Strategies**
9 points
**Criteria Description**
Reflection: Instructional Strategies
**5. Target**
9 points
Description of how the instructional strategies align with the standards, learning objectives, and assessments is well-crafted. Discussion of how the strategy promotes exploration/investigation, critical thinking, and problem-solving is exceptional. An explanation of how inquiry-based science instruction supports students in mastering the science content provides new insight.
**4. Acceptable**
7.83 points
Description of how the instructional strategies align with the standards, learning objectives, and assessments is logical. Discussion of how the strategy promotes exploration/investigation, critical thinking, and problem-solving is concise. Explanation of how inquiry-based science instruction supports students in mastering the science content is competent.
**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 assignment and style, and format is free of error.
**4. Acceptable**
5.22 points
**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.
**ScienceUnitPlanTemplatewith3parts.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/scienceunitplantemplatewith3parts-docx)
**## Requriedreferencesforpart3assingment.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
5E Model of Instruction
**Required**
Read “5E Model of Instruction,” located on the San Diego County Office of Education website.
https://www.sdcoe.net/ngss/evidence-based-practices/5e-model-of-instruction
Phenomenon
**Required**
Explore “Phenomenon,” located on The Wonder of Science website.
https://thewonderofscience.com/phenomenal
Vocabulary Instructional Strategies in a Middle-Level Science Classroom
**Required**
Read “Vocabulary Instructional Strategies in a Middle-Level Science Classroom,” by Harper, from
_Reading_
… Read More
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=141261084&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost
Promoting Scientific Inquiry Inside and Outside of the Classroom
**Required**
Read “Promoting Scientific Inquiry Inside and Outside of the Classroom,” by Toro, located on the Edutopia w
… Read More
https://www.edutopia.org/article/promoting-scientific-inquiry-inside-and-outside-classroom
Using Technology to Support Struggling Students: Science Literacy, Vocabulary and Discourse
**Required**
Read “Using Technology to Support Struggling Students: Science Literacy, Vocabulary and Discourse,” located
… Read More
https://www.adlit.org/topics/content-area-literacy/using-technology-support-struggling-students-science-literacy
How to Differentiate for Success in the Science Classroom
**Required**
Read “How to Differentiate for Success in the Science Classroom,” by Romo, located on the Savvas Learning C
… Read More
https://blog.savvas.com/how-to-differentiate-for-success-in-the-science-classroom/
Educational Resources
**Required**
Explore “Educational Resources,” located on the National Science Foundation website.
https://www.nsf.gov/news/classroom/
**## assignmentpart3instructionwithrubric.docx**
Requires Lopeswrite
Assessment Description
Vocabulary is an essential aspect of the planning process that allows teachers to tap into students’ prior knowledge and build background knowledge that may be missing to set students up for success. Building an understanding of necessary vocabulary terms allows students to make meaningful connections to science content that teachers can continue to build on during science instruction. Instructional strategies and activities that facilitate connections between science concepts and real-world application allow students to learn science in deeper and more meaningful ways. Additionally, activities that actively engage students in science learning support mastery of concepts and skills. These are all necessary components of lesson planning once the learning goals have been determined.
**Part 1: Vocabulary, Instructional Strategies, and Lesson Activities**
Continue developing your weeklong unit plan by completing the following components of the “ELM-570 Science Unit Plan" template:
·
**Vocabulary:** Identify the appropriate general academic and content-specific vocabulary students need to be successful in each lesson and explain how the vocabulary will be taught to students.
·
**Instructional Strategy/Strategies:** Identify the instructional strategy/strategies that will be used each day to provide students opportunities to explore, practice, and apply the science content. At least two days should be inquiry-based and focus on student-centered learning opportunities. Use a combination of instructional strategies that are best suited for each day’s lesson and students in the classroom.
·
**Summary of Instruction and Activities**: Write a summary of the instruction, activities, and learning content for each lesson, including how you will connect students’ prior knowledge to key science concepts through the application of major standards-based concepts and modes of inquiry.
·
**Differentiation and Accommodations**: Describe strategies to differentiate and accommodate the lessons’ activities for 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 continuing your unit plan and deciding on instructional strategies that best complement your standards, learning objectives, and assessments. Include the following in your reflection:
· Describe how your instructional strategies align with your standards, learning objectives, and assessments.
· Discuss how your instructional strategies promote exploration/investigation, critical thinking, and problem-solving. Explain how your inquiry-based science instruction will support students in mastering the science content.
· Describe a challenge or misconception that might arise during one of the activities and require additional emphasis or greater accommodations. Explain how you would handle the need for further differentiation or accommodations, and include any resources or support staff you may be able to utilize to meet specific students' needs.
**_Note:_** _Ensure your unit plan has been revised if instructor feedback was provided._
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 starting the assignment to become familiar 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**
**Vocabulary**
6 points
**Criteria Description**
Vocabulary
**5. Target**
6 points
Vocabulary lists are comprehensive, and the terms listed are ideal. Strategies to teach the vocabulary terms are superior.
**4. Acceptable**
5.22 points
Vocabulary lists are complete, and the terms listed are suitable. Strategies to teach the vocabulary terms are credible.
**No Submission**
0 points
Not addressed.
**Instructional Strategies**
6 points
**Criteria Description**
Instructional Strategies
**5. Target**
6 points
Instructional strategies are advanced and proficiently provide students opportunities to explore, practice, and apply science content. Inquiry-based instruction and student-centered learning opportunities are creative.
**4. Acceptable**
5.22 points
Instructional strategies are appropriate and reasonably provide students with opportunities to explore, practice, and apply science content. Inquiry-based instruction and student-centered learning opportunities are explicit.
**. No Submission**
0 points
Not addressed.
**Instruction and Activities**
12 points
**Criteria Description**
Instruction and Activities
**5. Target**
12 points
The summary of the instruction, activities, and learning content for each lesson is thorough. Summary skillfully describes how connections to students’ prior knowledge of key science concepts will be made through application of major standards-based concepts and modes of inquiry.
**4. Acceptable**
10.44 points
A summary of the instruction, activities, and learning content for each lesson is provided. Summary successfully describes how connections to students’ prior knowledge of key science concepts will be made through application of major standards-based concepts and modes of inquiry.
**No Submission**
0 points
Not addressed.
**Differentiation and Accommodations**
9 points
**Criteria Description**
Differentiation and Accommodations
**5. Target**
9 points
Strategies to differentiate and accommodate the lessons’ activities for students with disabilities, students with gifted abilities, ELLs, and early finishers are superior.
**4. Acceptable**
7.83 points
Strategies to differentiate and accommodate the lessons’ activities for students with disabilities, students with gifted abilities, ELLs, and early finishers are sound.
**No Submission**
0 points
Not addressed.
**Reflection: Instructional Strategies**
9 points
**Criteria Description**
Reflection: Instructional Strategies
**5. Target**
9 points
Description of how the instructional strategies align with the standards, learning objectives, and assessments is well-crafted. Discussion of how the strategy promotes exploration/investigation, critical thinking, and problem-solving is exceptional. An explanation of how inquiry-based science instruction supports students in mastering the science content provides new insight.
**4. Acceptable**
7.83 points
Description of how the instructional strategies align with the standards, learning objectives, and assessments is logical. Discussion of how the strategy promotes exploration/investigation, critical thinking, and problem-solving is concise. Explanation of how inquiry-based science instruction supports students in mastering the science content is competent.
**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 assignment and style, and format is free of error.
**4. Acceptable**
5.22 points
**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.
**ScienceUnitPlanTemplatewith3parts.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/scienceunitplantemplatewith3parts-docx)
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