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INTRODUCTION
Planning well rounded lessons with assessments, technology integrat
INTRODUCTION
Planning well rounded lessons with assessments, technology integrations, and differentiation is essential to providing students with effective three-dimensional science learning.
SCENARIO
You teach science in a classroom with 30 students. There are a variety of learners in the class, including two English language learners (ELLs), two Gifted and Talented (G&T) students, and a student with special needs who is on an Individualized Education Plan (IEP). The majority of the class reads at grade level. Science lessons are built on the three dimensions: science and engineering practices, cross-cutting concepts, and disciplinary core ideas. You must pick out those components in the attached “5E Lesson Plan” for your licensure/certification area. You must also provide appropriate differentiation strategies, strategies to incorporate technology into a given Introductory Activity, and provide assessment strategies to assess student learning.
REQUIREMENTS
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
A. Identify and select the 5E science lesson plan for your intended area of licensure/certification from those attached and identify the following three dimensions in that plan:
1. Specific science and engineering practices (e.g., SEP1-Asking Questions and Defining Problems, SEP2-Developing and Using Models)
2. Specific cross-cutting concepts (e.g., CC1-Patterns CC5-Energy and Matter)
3. Specific disciplinary core ideas (e.g., PS2A-Forces of Motion, LS1D-Information Processing)
B. Explain how each of the three dimensions work together in the lesson plan you selected in Part A to support student learning.
C. Select the Introductory Activity for your intended area of licensure/certification from those attached. Explain how technology could be infused into that activity at each level of the SAMR Model (i.e., substitution, augmentation, modification, redefinition).
D. Develop a formative assessment strategy for the lesson plan you selected in Part A that will check for three-dimensional science learning. Submit both a summary of the strategy and the actual formative assessment you have developed.
1. Predict at least two potential student misconceptions about the topic addressed in the lesson, including your reasoning for the predictions.
2. Describe how the formative assessment could identify the predicted misconceptions.
3. Explain what you could do to resolve each of the predicted misconceptions.
E. Compare formative assessment and summative assessment by doing the following:
1. Explain how each type of assessment can be used to check for student understanding in the lesson plan you selected in Part A.
2. Explain how each type of assessment could be used to adjust future teaching of the lesson plan you selected in Part A.
F. Create a pre-assessment and post-assessment that will demonstrate whether students have gained scientific knowledge or corrected their previous misconceptions as a result of the lesson plan selected in Part A. Submit both assessments as part of this task.
Note: The pre-assessment and the post-assessment can be the same assessment tool. If this is the case, there is no need to submit the same test twice. Simply provide that information with your submission.
1. Explain how you would use the data from the pre-test and post-test to monitor and adjust future teaching.
G. Explain how you would differentiate instruction in the lesson for each of the following groups:
Note: This may include instructional strategies, learning tasks, or assessments.
a. Gifted and Talented students
b. English Language Learner (ELL) students
c. Students with Other Special Needs
H. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
I. Demonstrate professional communication in the content and presentation of your submission.
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