I have two questions about Information Systems. Please help!
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The literature indicates that there are unique stress-producing aspects in policing that are not experienced by others within the same community or geographic location. What are they? What can be done to reduce stress for law enforcement officers? Each reply must incorporate at least 2 scholarly cit…
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Order on TutorsGallery →The literature indicates that there are unique stress-producing aspects in policing that are not experienced by others within the same community or geographic location. What are they? What can be done to reduce stress for law enforcement officers?
Each reply must incorporate at least 2 scholarly citation(s) in current APA format. Any sources cited must have been published within the last five years. Acceptable sources include the textbooks (readings provided), and the Bible.
In-depth study guidance and analytical solution covering Health.
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Select a YouTube “how to” on a simple task (e.g., cooking, crafting, assembling an item, etc.). The video should not be of any great length, and the task should not take more than 30 minutes to complete. Complete the task based on the instructions from the video. ## Submission Instructions: – What w…
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Order on TutorsGallery →Select a YouTube “how to” on a simple task (e.g., cooking, crafting, assembling an item, etc.). The video should not be of any great length, and the task should not take more than 30 minutes to complete. Complete the task based on the instructions from the video.
## Submission Instructions:
– What was the task, and how did you approach it?
– How clear were the instructions provided by the presenter?
– What aspects of the presenter’s communication were most helpful?
– What challenges did you face, and how did you overcome them?
– How would you improve the presenter’s communication, and why?
Please refer to this week’s learning materials. They are intended to help you engage effectively in this discussion. **Due Thursday** Rather than a standard discussion post, this discussion is a peer-review format. Based on the work that you completed in RES/709: Research Conceptualization and Desig…
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Order on TutorsGallery →Please refer to this week’s learning materials. They are intended to help you engage effectively in this discussion.
**Due Thursday**
Rather than a standard discussion post, this discussion is a peer-review format.
Based on the work that you completed in RES/709: Research Conceptualization and Design, review and revise your research method and design. Remember this is a fluid process and you should expect some suggestions for fine-tuning your method and design.
For the peer review:
– State your program of study.
– State your 1-sentence problem statement.
– State your 1-sentence purpose statement.
– Post your research methodology (proposed method and design).
Your faculty member and classmates will provide feedback in preparation for the Wk 7 – Prospectus: Research Methodology (Proposed Method and Design) and Research Questions assignment submission.
_Note_: This is a peer-review process, and the goal is to provide substantive feedback on the process of stating the research method and design. The focus of your feedback to your peers should be on how the research method and design is formulated and aligned, and not a discussion on the topic.
Use the "Case Study: Timothy Smith – Hospice/Palliative Care" template ( **attached**) to complete the assignment. You are required to cite a minimum of three sources to complete this assignment. Sources must be published within the past 5 years and appropriate for the assignment criteria and releva…
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Order on TutorsGallery →Use the "Case Study: Timothy Smith – Hospice/Palliative Care" template ( **attached**) to complete the assignment.
You are required to cite a minimum of three sources to complete this assignment. Sources must be published within the past 5 years and appropriate for the assignment criteria and relevant to nursing practice.
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
\
NRS-460-RS-T5-Benchmark-CaseStudy-HospicePalliativeCare_.docx](https://www.sweetstudy.com/files/nrs-460-rs-t5-benchmark-casestudy-hospicepalliativecare-docx-10378429 "NRS-460-RS-T5-Benchmark-CaseStudy-HospicePalliativeCare_.docx")
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I need help with homework – ## Requriedreferencesforweek5assignment.docx – ## week5assignmentwithRubric2.docx – lesson-plan-template3.docx – ScienceUnitPlanTemplatewith4Parts11.docx **## Requriedreferencesforweek5assignment.docx** Elementary Science: Equipping Students Through Inquiry and Integratio…
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– ## Requriedreferencesforweek5assignment.docx
– ## week5assignmentwithRubric2.docx
– lesson-plan-template3.docx
– ScienceUnitPlanTemplatewith4Parts11.docx
**## Requriedreferencesforweek5assignment.docx**
Elementary Science: Equipping Students Through Inquiry and Integration
**Required**
Read “Elementary Science: Equipping Students Through Inquiry and Integration,” by Durrance, located on the
… Read More
https://www.sreb.org/sites/main/files/file-attachments/sciencebrief_may2020.pdf?1591981783
4 Learning Science Strategies Proven to Boost Understanding
**Required**
Read “4 Learning Science Strategies Proven to Boost Understanding,” by Sundararajan, located on the ISTE website
… Read More
https://www.iste.org/explore/course-mind/4-learning-science-strategies-proven-boost-understanding
Inquiry Approach to Learning
**Required**
Read “Inquiry Approach to Learning,” located on the Let’s Talk Science website (2020).
https://letstalkscience.ca/educational-resources/backgrounders/inquiry-approach-learning
STEM Projects That Tackle Real-World Problems
**Required**
Explore “STEM Projects That Tackle Real-World Problems,” located on the Resilient Educator website (2018).&
… Read More
https://resilienteducator.com/classroom-resources/real-world-stem-projects/
Universal Design for Learning-Representation and Science Content: A Pathway to Expanding Knowledge, Understanding, and Written Explanations
**Required**
Read “Universal Design for Learning-Representation and Science Content: A Pathway to Expanding Knowledge, Understanding
… Read More
https://lopes.idm.oclc.org/login?url=
**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
**## week5assignmentwithRubric2.docx**
Benchmark
Requires Lopeswrite
Assessment Description
Unit plans and lesson plans go hand in hand. A unit plan is the overall big picture that must be accomplished, while the lesson plans are the smaller pieces of the puzzle that come together to meet the standards of the unit. As a teacher, you will be expected to take a unit plan and break it into several lessons that are well aligned to the unit and meet the individual pieces of the overall learning outcomes.
**Part 1: Lesson Plan**
Review the unit plan that you created in Topics 2-4. Choose one day from the “ELM-570 Science Unit Plan” to design a cohesive lesson plan for that day. Use the "COE Lesson Plan Template” to create the lesson and include the following in your lesson plan:
· At least one standards-based science and one health learning objective
· Technological tools that promote digital literacy, engage students in inquiry-based learning, and support diverse learning needs
· At least one engagement learning experience that is cross-disciplinary and allows students opportunities for real-world application of science
**_Note:_** _Ensure any instructor feedback about your unit plan is adequately reflected in the full lesson plan._
**Part 2: Reflection**
Write a 350-500 word reflection on the design of your lesson plan. Include the following in your reflection:
· Describe how the lesson plan supports the three-dimensional learning model, including a discussion of the scientific and engineering practices, the crosscutting concepts, and the disciplinary core ideas.
· Explain how the technological tools used in the lesson promote digital literacy and engage students in inquiry.
· Discuss how the instructional strategies used in the lesson engage students and support diverse learning needs through the incorporation of learning theories, evidence-based best practices, and technology.
Support your assignment with a minimum of three scholarly resources.
Submit your lesson plan, reflection, and resources in a single document.
**_Note:_** _This assignment may be added as an artifact to the teacher toolkit you created in ELM-555._
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 prior to beginning 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.
**_Benchmark Information_**
_This benchmark assignment assesses the following programmatic competencies and professional standards:_
_MEd Elementary Education (ITL/NITL)_
_2.2: Apply knowledge of content area standards and learning progressions to develop cross-disciplinary and real-world learning experiences. [InTASC 4(d), 4(e), 4(g), 4(k), 4(n), 4(o), 5(a), 5(b), 5(e), 5(i), 5(j), 5(q), 5(r), 5(s); TPE 3.1, 3.3; MC2, MC5]_
_2.5: Develop digital literacy by using technology to support learning and as tools of inquiry to engage students. [InTASC 4(c), 4(g), 5(c), 5(i), 5(l), 5(m); ISTE-E 3b; TPE 3.6, 3.7, 3.8; MC2]_
_3.5: Identify learning theories and evidence-based instructional strategies, resources, and technology to effectively engage learners and meet diverse learning needs. [InTASC 7(b), 7(k), 7(n), 8(a), 8(g), 8(k), 8(l), 8(n), 8(o), 8(r); TPE 4.4; 4.8; AAQEP 1b; MC2, MC5]_
**Rubric Criteria**
**Section 1: Classroom and Student Factors/Grouping**
15 points
**Criteria Description**
**5. Target**
15 points
Classroom and student factors and their effect on planning, teaching, and assessing students are meaningful for the development of the lesson and skillfully described.
**4. Acceptable**
13.05 points
Classroom and student factors and their effect on planning, teaching, and assessing students are relevant to the development of the lesson and are clearly described.
**No Submission**
0 points
Not addressed.
**Section 1: Standards and Learning Targets/Objectives**
30 points
**Criteria Description**
**5. Target**
30 points
The science and health learning objectives are performance-driven, measurable, developmentally appropriate, and directly aligned with the state standards.
**4. Acceptable**
26.1 points
The science and health learning objectives are skill-based, measurable, developmentally appropriate, and effectively aligned with the state standards.
**No Submission**
0 points
Not addressed.
**Section 1: Academic Language and Resources/Materials**
15 points
**Criteria Description**
**5. Target**
15 points
Academic language is listed along with innovative and engaging strategies for teaching the new terms. Resources, materials, equipment, and technology are innovative and enhance the lesson.
**4. Acceptable**
13.05 points
Academic language is listed along with clear and relevant strategies for teaching the new terms. Resources, materials, equipment, and technology are appropriate for the lesson.
**No Submission**
0 points
Not addressed.
**Section 2: Anticipatory Set**
15 points
**Criteria Description**
**5. Target**
15 points
Anticipatory set is designed to creatively engage students and meaningfully activate prior knowledge.
**4. Acceptable**
13.05 points
Anticipatory set is clearly designed to engage students and activate prior knowledge.
**3. Approaching**
11.1 points
Anticipatory set marginally engages students and activates prior knowledge.
**No Submission**
0 points
Not addressed.
**Section 2: Multiple Means of Representation**
30 points
**Criteria Description**
**5. Target**
30 points
The means of representation creatively present content using a variety of developmentally appropriate methods or tools. Thoughtfully addresses the needs of diverse learners outlined in the lesson plan.
**4. Acceptable**
26.1 points
The means of representation appropriately present content using more than one method or tool to meet the needs of diverse learners outlined in the lesson plan.
**3. Approaching**
22.2 points
The means of representation are unfocused or overly broad in presenting content. Methods for addressing the needs of the diverse learners outlined in the plan are underdeveloped.
**No Submission**
0 points
Not addressed.
**Section 2: Multiple Means of Engagement (B)**
30 points
**Criteria Description**
(C2.2)
**5. Target**
30 points
The means of engagement innovatively allow students to explore, practice, and apply the content and academic language. The cross-disciplinary learning experience skillfully provides students with opportunities for real-world application of science. Meaningfully addresses the needs of diverse learners outlined in the lesson plan.
**4. Acceptable**
26.1 points
The means of engagement effectively allow students to explore, practice, and apply the content and academic language. The cross-disciplinary learning experience competently provides students with opportunities for real-world application of science. Appropriately addresses the needs of diverse learners outlined in the lesson plan.
**3. Approaching**
22.2 points
The means of engagement vaguely allow students to explore, practice, and apply the content and academic language. The cross-disciplinary learning experience minimally provides students with opportunities for real-world application of science. Does not fully address the needs of diverse learners outlined in the lesson plan.
**No Submission**
0 points
Not addressed.
**Section 2: Multiple Means of Expression**
30 points
**Criteria Description**
**5. Target**
30 points
Planned formative and summative assessments are well-aligned with the stated learning objectives and standards, and they effectively and creatively identify multiple means for response, selection, and composition to accommodate all learners. Well-crafted formative assessments are designed to provide data on student performance for monitoring and adjusting instruction and provide students feedback so they can evaluate and adjust their own learning. Summative assessment is comprehensive and cohesive in form and function.
**4. Acceptable**
26.1 points
Planned formative and summative assessments are generally aligned with the stated learning objectives and standards, and they clearly identify multiple means for response, selection, and composition to accommodate all learners. Relevant formative assessments are designed to provide data on student performance for monitoring and adjusting instruction and provide students feedback so they can evaluate and adjust their own learning. Summative assessment is cohesive in form and function.
**3. Approaching**
22.2 points
Planned formative and summative assessments are vaguely aligned with the stated learning objectives and standards. Attempt to identify multiple means for response, selection, and composition to accommodate all learners is lacking depth. Formative assessments are somewhat designed to provide data on student performance for monitoring and adjusting instruction. Opportunities for providing feedback to students so they can evaluate and adjust their own learning are minimal. Summative assessment lacks relevance or clarity in form and function.
**No Submission**
0 points
Not addressed.
**Section 2: Extension Activity and/or Homework**
15 points
**Criteria Description**
**5. Target**
15 points
Extension activities and/or homework are creative, developmentally appropriate, and clearly relate to the developed lesson.
**4. Acceptable**
13.05 points
Extension activities and/or homework are clear and mostly relate to the developed lesson.
**3. Approaching**
11.1 points
Extension activities and/or homework are unfocused, lacking realism, or not clearly related to the developed lesson.
**No Submission**
0 points
Not addressed.
**Reflection: 3-Dimensional Learning**
15 points
**Criteria Description**
**5. Target**
15 points
Description of how the lesson plan supports the three dimensions of science learning is advanced and comprehensive.
**4. Acceptable**
13.05 points
Description of how the lesson plan supports the three dimensions of science learning is accurate and complete.
**3. Approaching**
11.1 points
Description of how the lesson plan supports the three dimensions of science learning is vague and missing key details.
**No Submission**
0 points
Not addressed.
**Reflection: Digital Literacy (B)**
30 points
**Criteria Description**
(C2.5)
**5. Target**
30 points
Explanation of how the technological tools used in the lesson promote digital literacy is insightful and creatively engages students in inquiry.
**4. Acceptable**
26.1 points
Explanation of how the technological tools used in the lesson promote digital literacy is noteworthy and effectively engages students in inquiry.
**No Submission**
0 points
Not addressed.
**Reflection: Instructional Strategies (B)**
30 points
**Criteria Description**
(C3.5)
**5. Target**
30 points
Proficiently discusses how the instructional strategies used in the lesson engage students and support diverse learning needs through the incorporation of learning theories, evidence-based best practices, and technology.
**4. Acceptable**
26.1 points
Successfully discusses how the instructional strategies used in the lesson engage students and support diverse learning needs through the incorporation of learning theories, evidence-based best practices, and technology.
**No Submission**
0 points
Not addressed.
**Supporting Research and Documentation of Sources**
15 points
**Criteria Description**
Uses appropriate designated style and formatting to document sources in citations and references.
**5. Target**
15 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**
13.05 points
Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.
**3. Approaching**
11.1 points
Supporting research is minimal and somewhat inaccurate. Sources are documented, as appropriate to assignment and style, although several minor formatting errors are present.
**lesson-plan-template3.docx**
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**ScienceUnitPlanTemplatewith4Parts11.docx**
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**ScienceUnitPlanTemplatewith4Parts11.docx**
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**## Requriedreferencesforweek5assignment.docx**
Elementary Science: Equipping Students Through Inquiry and Integration
**Required**
Read “Elementary Science: Equipping Students Through Inquiry and Integration,” by Durrance, located on the
… Read More
https://www.sreb.org/sites/main/files/file-attachments/sciencebrief_may2020.pdf?1591981783
4 Learning Science Strategies Proven to Boost Understanding
**Required**
Read “4 Learning Science Strategies Proven to Boost Understanding,” by Sundararajan, located on the ISTE website
… Read More
https://www.iste.org/explore/course-mind/4-learning-science-strategies-proven-boost-understanding
Inquiry Approach to Learning
**Required**
Read “Inquiry Approach to Learning,” located on the Let’s Talk Science website (2020).
https://letstalkscience.ca/educational-resources/backgrounders/inquiry-approach-learning
STEM Projects That Tackle Real-World Problems
**Required**
Explore “STEM Projects That Tackle Real-World Problems,” located on the Resilient Educator website (2018).&
… Read More
https://resilienteducator.com/classroom-resources/real-world-stem-projects/
Universal Design for Learning-Representation and Science Content: A Pathway to Expanding Knowledge, Understanding, and Written Explanations
**Required**
Read “Universal Design for Learning-Representation and Science Content: A Pathway to Expanding Knowledge, Understanding
… Read More
https://lopes.idm.oclc.org/login?url=
**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
**## week5assignmentwithRubric2.docx**
Benchmark
Requires Lopeswrite
Assessment Description
Unit plans and lesson plans go hand in hand. A unit plan is the overall big picture that must be accomplished, while the lesson plans are the smaller pieces of the puzzle that come together to meet the standards of the unit. As a teacher, you will be expected to take a unit plan and break it into several lessons that are well aligned to the unit and meet the individual pieces of the overall learning outcomes.
**Part 1: Lesson Plan**
Review the unit plan that you created in Topics 2-4. Choose one day from the “ELM-570 Science Unit Plan” to design a cohesive lesson plan for that day. Use the "COE Lesson Plan Template” to create the lesson and include the following in your lesson plan:
· At least one standards-based science and one health learning objective
· Technological tools that promote digital literacy, engage students in inquiry-based learning, and support diverse learning needs
· At least one engagement learning experience that is cross-disciplinary and allows students opportunities for real-world application of science
**_Note:_** _Ensure any instructor feedback about your unit plan is adequately reflected in the full lesson plan._
**Part 2: Reflection**
Write a 350-500 word reflection on the design of your lesson plan. Include the following in your reflection:
· Describe how the lesson plan supports the three-dimensional learning model, including a discussion of the scientific and engineering practices, the crosscutting concepts, and the disciplinary core ideas.
· Explain how the technological tools used in the lesson promote digital literacy and engage students in inquiry.
· Discuss how the instructional strategies used in the lesson engage students and support diverse learning needs through the incorporation of learning theories, evidence-based best practices, and technology.
Support your assignment with a minimum of three scholarly resources.
Submit your lesson plan, reflection, and resources in a single document.
**_Note:_** _This assignment may be added as an artifact to the teacher toolkit you created in ELM-555._
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 prior to beginning 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.
**_Benchmark Information_**
_This benchmark assignment assesses the following programmatic competencies and professional standards:_
_MEd Elementary Education (ITL/NITL)_
_2.2: Apply knowledge of content area standards and learning progressions to develop cross-disciplinary and real-world learning experiences. [InTASC 4(d), 4(e), 4(g), 4(k), 4(n), 4(o), 5(a), 5(b), 5(e), 5(i), 5(j), 5(q), 5(r), 5(s); TPE 3.1, 3.3; MC2, MC5]_
_2.5: Develop digital literacy by using technology to support learning and as tools of inquiry to engage students. [InTASC 4(c), 4(g), 5(c), 5(i), 5(l), 5(m); ISTE-E 3b; TPE 3.6, 3.7, 3.8; MC2]_
_3.5: Identify learning theories and evidence-based instructional strategies, resources, and technology to effectively engage learners and meet diverse learning needs. [InTASC 7(b), 7(k), 7(n), 8(a), 8(g), 8(k), 8(l), 8(n), 8(o), 8(r); TPE 4.4; 4.8; AAQEP 1b; MC2, MC5]_
**Rubric Criteria**
**Section 1: Classroom and Student Factors/Grouping**
15 points
**Criteria Description**
**5. Target**
15 points
Classroom and student factors and their effect on planning, teaching, and assessing students are meaningful for the development of the lesson and skillfully described.
**4. Acceptable**
13.05 points
Classroom and student factors and their effect on planning, teaching, and assessing students are relevant to the development of the lesson and are clearly described.
**No Submission**
0 points
Not addressed.
**Section 1: Standards and Learning Targets/Objectives**
30 points
**Criteria Description**
**5. Target**
30 points
The science and health learning objectives are performance-driven, measurable, developmentally appropriate, and directly aligned with the state standards.
**4. Acceptable**
26.1 points
The science and health learning objectives are skill-based, measurable, developmentally appropriate, and effectively aligned with the state standards.
**No Submission**
0 points
Not addressed.
**Section 1: Academic Language and Resources/Materials**
15 points
**Criteria Description**
**5. Target**
15 points
Academic language is listed along with innovative and engaging strategies for teaching the new terms. Resources, materials, equipment, and technology are innovative and enhance the lesson.
**4. Acceptable**
13.05 points
Academic language is listed along with clear and relevant strategies for teaching the new terms. Resources, materials, equipment, and technology are appropriate for the lesson.
**No Submission**
0 points
Not addressed.
**Section 2: Anticipatory Set**
15 points
**Criteria Description**
**5. Target**
15 points
Anticipatory set is designed to creatively engage students and meaningfully activate prior knowledge.
**4. Acceptable**
13.05 points
Anticipatory set is clearly designed to engage students and activate prior knowledge.
**3. Approaching**
11.1 points
Anticipatory set marginally engages students and activates prior knowledge.
**No Submission**
0 points
Not addressed.
**Section 2: Multiple Means of Representation**
30 points
**Criteria Description**
**5. Target**
30 points
The means of representation creatively present content using a variety of developmentally appropriate methods or tools. Thoughtfully addresses the needs of diverse learners outlined in the lesson plan.
**4. Acceptable**
26.1 points
The means of representation appropriately present content using more than one method or tool to meet the needs of diverse learners outlined in the lesson plan.
**3. Approaching**
22.2 points
The means of representation are unfocused or overly broad in presenting content. Methods for addressing the needs of the diverse learners outlined in the plan are underdeveloped.
**No Submission**
0 points
Not addressed.
**Section 2: Multiple Means of Engagement (B)**
30 points
**Criteria Description**
(C2.2)
**5. Target**
30 points
The means of engagement innovatively allow students to explore, practice, and apply the content and academic language. The cross-disciplinary learning experience skillfully provides students with opportunities for real-world application of science. Meaningfully addresses the needs of diverse learners outlined in the lesson plan.
**4. Acceptable**
26.1 points
The means of engagement effectively allow students to explore, practice, and apply the content and academic language. The cross-disciplinary learning experience competently provides students with opportunities for real-world application of science. Appropriately addresses the needs of diverse learners outlined in the lesson plan.
**3. Approaching**
22.2 points
The means of engagement vaguely allow students to explore, practice, and apply the content and academic language. The cross-disciplinary learning experience minimally provides students with opportunities for real-world application of science. Does not fully address the needs of diverse learners outlined in the lesson plan.
**No Submission**
0 points
Not addressed.
**Section 2: Multiple Means of Expression**
30 points
**Criteria Description**
**5. Target**
30 points
Planned formative and summative assessments are well-aligned with the stated learning objectives and standards, and they effectively and creatively identify multiple means for response, selection, and composition to accommodate all learners. Well-crafted formative assessments are designed to provide data on student performance for monitoring and adjusting instruction and provide students feedback so they can evaluate and adjust their own learning. Summative assessment is comprehensive and cohesive in form and function.
**4. Acceptable**
26.1 points
Planned formative and summative assessments are generally aligned with the stated learning objectives and standards, and they clearly identify multiple means for response, selection, and composition to accommodate all learners. Relevant formative assessments are designed to provide data on student performance for monitoring and adjusting instruction and provide students feedback so they can evaluate and adjust their own learning. Summative assessment is cohesive in form and function.
**3. Approaching**
22.2 points
Planned formative and summative assessments are vaguely aligned with the stated learning objectives and standards. Attempt to identify multiple means for response, selection, and composition to accommodate all learners is lacking depth. Formative assessments are somewhat designed to provide data on student performance for monitoring and adjusting instruction. Opportunities for providing feedback to students so they can evaluate and adjust their own learning are minimal. Summative assessment lacks relevance or clarity in form and function.
**No Submission**
0 points
Not addressed.
**Section 2: Extension Activity and/or Homework**
15 points
**Criteria Description**
**5. Target**
15 points
Extension activities and/or homework are creative, developmentally appropriate, and clearly relate to the developed lesson.
**4. Acceptable**
13.05 points
Extension activities and/or homework are clear and mostly relate to the developed lesson.
**3. Approaching**
11.1 points
Extension activities and/or homework are unfocused, lacking realism, or not clearly related to the developed lesson.
**No Submission**
0 points
Not addressed.
**Reflection: 3-Dimensional Learning**
15 points
**Criteria Description**
**5. Target**
15 points
Description of how the lesson plan supports the three dimensions of science learning is advanced and comprehensive.
**4. Acceptable**
13.05 points
Description of how the lesson plan supports the three dimensions of science learning is accurate and complete.
**3. Approaching**
11.1 points
Description of how the lesson plan supports the three dimensions of science learning is vague and missing key details.
**No Submission**
0 points
Not addressed.
**Reflection: Digital Literacy (B)**
30 points
**Criteria Description**
(C2.5)
**5. Target**
30 points
Explanation of how the technological tools used in the lesson promote digital literacy is insightful and creatively engages students in inquiry.
**4. Acceptable**
26.1 points
Explanation of how the technological tools used in the lesson promote digital literacy is noteworthy and effectively engages students in inquiry.
**No Submission**
0 points
Not addressed.
**Reflection: Instructional Strategies (B)**
30 points
**Criteria Description**
(C3.5)
**5. Target**
30 points
Proficiently discusses how the instructional strategies used in the lesson engage students and support diverse learning needs through the incorporation of learning theories, evidence-based best practices, and technology.
**4. Acceptable**
26.1 points
Successfully discusses how the instructional strategies used in the lesson engage students and support diverse learning needs through the incorporation of learning theories, evidence-based best practices, and technology.
**No Submission**
0 points
Not addressed.
**Supporting Research and Documentation of Sources**
15 points
**Criteria Description**
Uses appropriate designated style and formatting to document sources in citations and references.
**5. Target**
15 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**
13.05 points
Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.
**3. Approaching**
11.1 points
Supporting research is minimal and somewhat inaccurate. Sources are documented, as appropriate to assignment and style, although several minor formatting errors are present.
**lesson-plan-template3.docx**
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**ScienceUnitPlanTemplatewith4Parts11.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/scienceunitplantemplatewith4parts11-docx)
**## Requriedreferencesforweek5assignment.docx**
Elementary Science: Equipping Students Through Inquiry and Integration
**Required**
Read “Elementary Science: Equipping Students Through Inquiry and Integration,” by Durrance, located on the
… Read More
https://www.sreb.org/sites/main/files/file-attachments/sciencebrief_may2020.pdf?1591981783
4 Learning Science Strategies Proven to Boost Understanding
**Required**
Read “4 Learning Science Strategies Proven to Boost Understanding,” by Sundararajan, located on the ISTE website
… Read More
https://www.iste.org/explore/course-mind/4-learning-science-strategies-proven-boost-understanding
Inquiry Approach to Learning
**Required**
Read “Inquiry Approach to Learning,” located on the Let’s Talk Science website (2020).
https://letstalkscience.ca/educational-resources/backgrounders/inquiry-approach-learning
STEM Projects That Tackle Real-World Problems
**Required**
Explore “STEM Projects That Tackle Real-World Problems,” located on the Resilient Educator website (2018).&
… Read More
https://resilienteducator.com/classroom-resources/real-world-stem-projects/
Universal Design for Learning-Representation and Science Content: A Pathway to Expanding Knowledge, Understanding, and Written Explanations
**Required**
Read “Universal Design for Learning-Representation and Science Content: A Pathway to Expanding Knowledge, Understanding
… Read More
https://lopes.idm.oclc.org/login?url=
**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
**## week5assignmentwithRubric2.docx**
Benchmark
Requires Lopeswrite
Assessment Description
Unit plans and lesson plans go hand in hand. A unit plan is the overall big picture that must be accomplished, while the lesson plans are the smaller pieces of the puzzle that come together to meet the standards of the unit. As a teacher, you will be expected to take a unit plan and break it into several lessons that are well aligned to the unit and meet the individual pieces of the overall learning outcomes.
**Part 1: Lesson Plan**
Review the unit plan that you created in Topics 2-4. Choose one day from the “ELM-570 Science Unit Plan” to design a cohesive lesson plan for that day. Use the "COE Lesson Plan Template” to create the lesson and include the following in your lesson plan:
· At least one standards-based science and one health learning objective
· Technological tools that promote digital literacy, engage students in inquiry-based learning, and support diverse learning needs
· At least one engagement learning experience that is cross-disciplinary and allows students opportunities for real-world application of science
**_Note:_** _Ensure any instructor feedback about your unit plan is adequately reflected in the full lesson plan._
**Part 2: Reflection**
Write a 350-500 word reflection on the design of your lesson plan. Include the following in your reflection:
· Describe how the lesson plan supports the three-dimensional learning model, including a discussion of the scientific and engineering practices, the crosscutting concepts, and the disciplinary core ideas.
· Explain how the technological tools used in the lesson promote digital literacy and engage students in inquiry.
· Discuss how the instructional strategies used in the lesson engage students and support diverse learning needs through the incorporation of learning theories, evidence-based best practices, and technology.
Support your assignment with a minimum of three scholarly resources.
Submit your lesson plan, reflection, and resources in a single document.
**_Note:_** _This assignment may be added as an artifact to the teacher toolkit you created in ELM-555._
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 prior to beginning 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.
**_Benchmark Information_**
_This benchmark assignment assesses the following programmatic competencies and professional standards:_
_MEd Elementary Education (ITL/NITL)_
_2.2: Apply knowledge of content area standards and learning progressions to develop cross-disciplinary and real-world learning experiences. [InTASC 4(d), 4(e), 4(g), 4(k), 4(n), 4(o), 5(a), 5(b), 5(e), 5(i), 5(j), 5(q), 5(r), 5(s); TPE 3.1, 3.3; MC2, MC5]_
_2.5: Develop digital literacy by using technology to support learning and as tools of inquiry to engage students. [InTASC 4(c), 4(g), 5(c), 5(i), 5(l), 5(m); ISTE-E 3b; TPE 3.6, 3.7, 3.8; MC2]_
_3.5: Identify learning theories and evidence-based instructional strategies, resources, and technology to effectively engage learners and meet diverse learning needs. [InTASC 7(b), 7(k), 7(n), 8(a), 8(g), 8(k), 8(l), 8(n), 8(o), 8(r); TPE 4.4; 4.8; AAQEP 1b; MC2, MC5]_
**Rubric Criteria**
**Section 1: Classroom and Student Factors/Grouping**
15 points
**Criteria Description**
**5. Target**
15 points
Classroom and student factors and their effect on planning, teaching, and assessing students are meaningful for the development of the lesson and skillfully described.
**4. Acceptable**
13.05 points
Classroom and student factors and their effect on planning, teaching, and assessing students are relevant to the development of the lesson and are clearly described.
**No Submission**
0 points
Not addressed.
**Section 1: Standards and Learning Targets/Objectives**
30 points
**Criteria Description**
**5. Target**
30 points
The science and health learning objectives are performance-driven, measurable, developmentally appropriate, and directly aligned with the state standards.
**4. Acceptable**
26.1 points
The science and health learning objectives are skill-based, measurable, developmentally appropriate, and effectively aligned with the state standards.
**No Submission**
0 points
Not addressed.
**Section 1: Academic Language and Resources/Materials**
15 points
**Criteria Description**
**5. Target**
15 points
Academic language is listed along with innovative and engaging strategies for teaching the new terms. Resources, materials, equipment, and technology are innovative and enhance the lesson.
**4. Acceptable**
13.05 points
Academic language is listed along with clear and relevant strategies for teaching the new terms. Resources, materials, equipment, and technology are appropriate for the lesson.
**No Submission**
0 points
Not addressed.
**Section 2: Anticipatory Set**
15 points
**Criteria Description**
**5. Target**
15 points
Anticipatory set is designed to creatively engage students and meaningfully activate prior knowledge.
**4. Acceptable**
13.05 points
Anticipatory set is clearly designed to engage students and activate prior knowledge.
**3. Approaching**
11.1 points
Anticipatory set marginally engages students and activates prior knowledge.
**No Submission**
0 points
Not addressed.
**Section 2: Multiple Means of Representation**
30 points
**Criteria Description**
**5. Target**
30 points
The means of representation creatively present content using a variety of developmentally appropriate methods or tools. Thoughtfully addresses the needs of diverse learners outlined in the lesson plan.
**4. Acceptable**
26.1 points
The means of representation appropriately present content using more than one method or tool to meet the needs of diverse learners outlined in the lesson plan.
**3. Approaching**
22.2 points
The means of representation are unfocused or overly broad in presenting content. Methods for addressing the needs of the diverse learners outlined in the plan are underdeveloped.
**No Submission**
0 points
Not addressed.
**Section 2: Multiple Means of Engagement (B)**
30 points
**Criteria Description**
(C2.2)
**5. Target**
30 points
The means of engagement innovatively allow students to explore, practice, and apply the content and academic language. The cross-disciplinary learning experience skillfully provides students with opportunities for real-world application of science. Meaningfully addresses the needs of diverse learners outlined in the lesson plan.
**4. Acceptable**
26.1 points
The means of engagement effectively allow students to explore, practice, and apply the content and academic language. The cross-disciplinary learning experience competently provides students with opportunities for real-world application of science. Appropriately addresses the needs of diverse learners outlined in the lesson plan.
**3. Approaching**
22.2 points
The means of engagement vaguely allow students to explore, practice, and apply the content and academic language. The cross-disciplinary learning experience minimally provides students with opportunities for real-world application of science. Does not fully address the needs of diverse learners outlined in the lesson plan.
**No Submission**
0 points
Not addressed.
**Section 2: Multiple Means of Expression**
30 points
**Criteria Description**
**5. Target**
30 points
Planned formative and summative assessments are well-aligned with the stated learning objectives and standards, and they effectively and creatively identify multiple means for response, selection, and composition to accommodate all learners. Well-crafted formative assessments are designed to provide data on student performance for monitoring and adjusting instruction and provide students feedback so they can evaluate and adjust their own learning. Summative assessment is comprehensive and cohesive in form and function.
**4. Acceptable**
26.1 points
Planned formative and summative assessments are generally aligned with the stated learning objectives and standards, and they clearly identify multiple means for response, selection, and composition to accommodate all learners. Relevant formative assessments are designed to provide data on student performance for monitoring and adjusting instruction and provide students feedback so they can evaluate and adjust their own learning. Summative assessment is cohesive in form and function.
**3. Approaching**
22.2 points
Planned formative and summative assessments are vaguely aligned with the stated learning objectives and standards. Attempt to identify multiple means for response, selection, and composition to accommodate all learners is lacking depth. Formative assessments are somewhat designed to provide data on student performance for monitoring and adjusting instruction. Opportunities for providing feedback to students so they can evaluate and adjust their own learning are minimal. Summative assessment lacks relevance or clarity in form and function.
**No Submission**
0 points
Not addressed.
**Section 2: Extension Activity and/or Homework**
15 points
**Criteria Description**
**5. Target**
15 points
Extension activities and/or homework are creative, developmentally appropriate, and clearly relate to the developed lesson.
**4. Acceptable**
13.05 points
Extension activities and/or homework are clear and mostly relate to the developed lesson.
**3. Approaching**
11.1 points
Extension activities and/or homework are unfocused, lacking realism, or not clearly related to the developed lesson.
**No Submission**
0 points
Not addressed.
**Reflection: 3-Dimensional Learning**
15 points
**Criteria Description**
**5. Target**
15 points
Description of how the lesson plan supports the three dimensions of science learning is advanced and comprehensive.
**4. Acceptable**
13.05 points
Description of how the lesson plan supports the three dimensions of science learning is accurate and complete.
**3. Approaching**
11.1 points
Description of how the lesson plan supports the three dimensions of science learning is vague and missing key details.
**No Submission**
0 points
Not addressed.
**Reflection: Digital Literacy (B)**
30 points
**Criteria Description**
(C2.5)
**5. Target**
30 points
Explanation of how the technological tools used in the lesson promote digital literacy is insightful and creatively engages students in inquiry.
**4. Acceptable**
26.1 points
Explanation of how the technological tools used in the lesson promote digital literacy is noteworthy and effectively engages students in inquiry.
**No Submission**
0 points
Not addressed.
**Reflection: Instructional Strategies (B)**
30 points
**Criteria Description**
(C3.5)
**5. Target**
30 points
Proficiently discusses how the instructional strategies used in the lesson engage students and support diverse learning needs through the incorporation of learning theories, evidence-based best practices, and technology.
**4. Acceptable**
26.1 points
Successfully discusses how the instructional strategies used in the lesson engage students and support diverse learning needs through the incorporation of learning theories, evidence-based best practices, and technology.
**No Submission**
0 points
Not addressed.
**Supporting Research and Documentation of Sources**
15 points
**Criteria Description**
Uses appropriate designated style and formatting to document sources in citations and references.
**5. Target**
15 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**
13.05 points
Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.
**3. Approaching**
11.1 points
Supporting research is minimal and somewhat inaccurate. Sources are documented, as appropriate to assignment and style, although several minor formatting errors are present.
**lesson-plan-template3.docx**
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**ScienceUnitPlanTemplatewith4Parts11.docx**
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