The first two are due on Saturday the others are due Monday
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1.Clinical Field Experience B: Science Lessons
. Allocate at least 5 hours in the field to support this assignment.
While your mentor teacher is working with the rest of the class, engage with the small group of students identified in Topic 2 on a science lesson or activity. Use your differentiated and engagement strategies where you see fit.
After the science lesson or activity, in 250-500 words, summarize and reflect upon your experiences being sure to:
· Describe your initial conversation with the mentor teacher, including how the small group was chosen.
· Describe each differentiation and engagement strategy you planned, explaining your choices in relation to the needs of students within the small group.
· Reflect upon your experience using the identified strategies with the small group during the science lesson or activity.
· Explain how you will use your findings in your future professional practice
In addition to the above activity and reflection, speak with your mentor teacher about assisting during another upcoming lesson to help you prepare for the Topic 4 assignment. This lesson should be an engineering or STEM lesson or activity. With your mentor teacher, decide if you will target the same small group of students or select a new group of students who would benefit from differentiation and engagement strategies during the upcoming engineering or STEM lesson or activity.
Once you have identified the lesson and group you will be assisting, continue to work with your mentor teacher on the following:
· Identify areas of strengths and potential improvement for the small group.
· Identify which state standards and learning objectives the lesson focuses on.
· Based on the lesson and the groups characteristics, develop and share with your mentor teacher two differentiation and engagement strategies to utilize during the upcoming lesson or activity, making adjustments where needed.
· Prepare to utilize the identified strategies with the small group during the agreed upon science lesson or activity.
2.
One of the most important goals of education is to teach students to think. Science contributes to this goal with its emphasis on hypothesizing, thinking about the physical world, and reasoning from observations and data. The term science process skills is commonly used to describe such processes and is reflective of the behavior of scientists.
Using the same K-3 grade level as you did in the previous topic, develop a science lesson plan by selecting a standard and learning outcomes from your state’s science standards for that grade level. Use the “Class Profile” and the “5E Lesson Plan Template,” to complete this assignment. As appropriate, incorporate concepts that you discussed with your mentor teacher during the field experience for this topic.
Your lesson plan should be completed in its entirety, with a focus on:
· Problem solving or reasoning techniques.
· Hands-on math and inquiry-based science activities.
· Inquiry-based learning for integrating cross-disciplinary skills and developing meaningful science learning progressions.
· Central concepts and structures of the field, based on science standards.
· Incorporating communication skills into the thinking process.
APA style is not required, solid academic writing is expected.
3.
|
Clinical Field Experience C: Field of Engineering Lessons
|
. at least 5 hours in the field to support this assignment.
While your mentor teacher is working with the rest of the class, engage with the small group of students that was identified in Topic 3 on an engineering or STEM lesson or activity. Use your differentiated and engagement strategies where you see fit.
After the engineering or STEM lesson or activity, in 250-500 words, summarize and reflect upon your experiences being sure to:
· Describe your initial conversation with the mentor teacher, including how the small group was chosen.
· Describe each differentiation and engagement strategy you planned, explaining your choices in relation to the needs of students within the small group.
· Reflect upon your experience using the identified strategies with the small group during the science lesson or activity.
· Discuss how the lesson incorporated engineering into the main content area. What field of engineering did the lesson support?
· Discuss how the mentor teacher may have integrated engineering with math and science together. If there was no integration, how would you integrate these three subject areas?
· Explain how you will use your findings in your future professional practice
In addition to the above activity and reflection, speak with your mentor teacher about assisting during another upcoming lesson to help you prepare for the Topic 6 assignment. This lesson should be a STEM lesson or activity; preferably one that incorporates technology. With your mentor teacher, decide if you will target the same small group of students, select a new group of students, or if you may teach to the entire class. Ask your mentor teacher which state standards and learning objectives he or she will be using so you can prepare a lesson for the class or small group.
Spend any remaining field experience hours for this topic observing and/or assisting your mentor teacher with instructional tasks in the classroom.
APA format is not required, but solid academic writing is expected
.
Engineering Lesson Plan
4.. If you have ever watched children at play, you know they are captivated with building things and taking them apart. In other words, children are natural-born engineers. When children engineer in a school setting it helps them build science, math, and problem-solving skills.
Based upon the students in your field experience classroom, revise your math lesson plan from Topic 2 to integrate engineering concepts. Select a grade-appropriate engineering standard using your state’s standards, or standards from the Next Generation Science Standards. Your lesson plan should be completed in its entirety, with a focus on:
· Incorporating developmentally-appropriate general engineering concepts into the instruction and instructional activities.
· Clearly identifying what you would do to support a student with exceptionalities (you may select and identify the student’s exceptionalities on the lesson plan).
APA format is not required, but solid academic writing is expected
Class Profile
Student Name
English Language Learner
Socioeconomic
Status
Ethnicity
Gender
IFSP/IEP/504
Medical/Other
Age
Parental
Involvement
Internet Available
at Home
Antonio
Yes
Low SES
Hispanic
Male
No
Peanut allergy
5
Med
No
Allie
No
Low SES
Asian
Female
No
None
5
Low
Yes
Bethany
No
Mid SES
White
Female
No
Able to read at 2nd grade level
5.5
Med
Yes
Brittany
No
Low SES
White
Female
No
None
5
Low
No
Danielle
No
Mid SES
White
Female
No
None
5
Med
Yes
Diana
Yes
Low SES
White
Female
No
Visually Impaired
5
Low
No
De’Jenae
No
Mid SES
African American
Female
No
Hearing Aids
6
Med
Yes
Eduardo
Yes
Low SES
Hispanic
Male
No
1 of 6 children
5
Low
No
Emmy
No
Mid SES
White
Female
No
None
5
Low
Yes
Enrique
No
Low SES
Hispanic
Male
No
None
5.5
Low
No
Fatima
Yes
Low SES
White
Female
No
Diabetic
5
Low
Yes
Francesca
No
Low SES
White
Female
No
None
5
High
No
Frankie
No
Low SES
White
Male
IFSP
Traumatic Brain Injury
5
Very High
No
Gavin
No
High
SES
White
Male
No
Early Entrance
4.5
Very High
Yes
Isis
No
Low SES
Asian
Female
IFSP
ASD
5.5
Low
No
Jackie
No
Mid SES
African American
Female
No
None
5
High
Yes
Kenny
No
High SES
White
Male
IFSP
Emotionally Disabled
5
Med
Yes
Lisa
No
Mid SES
Native American/
Pacific Islander
Female
No
None
5
Med
Yes
Marisol
No
Mid SES
Hispanic
Female
No
Hypothyroidism
5
Low
Yes
Mason
No
Low SES
White
Male
No
None
6
Med
Yes
Natalie
No
Low SES
White
Female
No
None
6
Med
Yes
Noah
No
Mid SES
White
Male
No
None
5
Med
Yes
Shirley
No
Mid SES
White
Female
No
None
5
Med
Med
Sophia
No
Mid SES
White
Female
No
None
5
Med
Yes
Stuart
No
Mid SES
White
Male
No
Allergic to citrus
5
Med
Yes
Terry
No
Mid SES
White
Male
No
None
5
Med
Yes
Wyatt
No
Mid SES
White
Male
No
None
5
Med
Yes
Wayne
No
High SES
White
Male
IFSP
Intellectually Disabled
6
High
Yes
William
No
Mid SES
African American
Male
IFSP
Learning Disability
5.5
Med
Yes
Yung
No
Mid SES
Asian
Male
No
None
5
Low
Yes
© 2017. Grand Canyon University. All Rights Reserved
GCU College of Education
5E LESSON PLAN TEMPLATE
Revised 1-5-2016
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title
I. Planning
Lesson Summary and Focus:
In a few sentences, summarize this lesson, identifying the central focus based on the content/skills you are teaching. Clarify where this lesson falls within a unit of study.
Instructional Materials, Equipment, and Technology:
List ALL materials, equipment, and technology the teacher
and
students will use during the lesson. Add or attach copies of ALL printed and online materials at the end of this template. Be sure to address how you will teach the students to use the technology in Section II. INSTRUCTION.
Classroom and Student Factors:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, non-labeled challenged students), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students.
National / State Learning Standards:
Identify the relevant grade level standards, including the strand, cluster, and standards by number
and
its text.
Specific Learning Targets/Objectives:
Specify exactly what the students will be able to do after the standards-based lesson.
Lesson Focus Question:
Write a question which is aligned to the learning target and which demonstrates the overall “big idea” students should learn through this lesson.
Academic Language:
Key Vocabulary:
Include the content-specific terms you need to teach and their meanings according to this lesson.
Instruction and Development:
Include instructional strategies for teaching the selected academic vocabulary terms, as well as vocabulary development activities to allow students to practice and apply the terms.
Summative Assessment:
Include details of any summative assessment as applicable. Explain how the summative assessment measures the learning targets/objectives.
Differentiation Strategies
Instruction
Activities
Assessment
Describe instructional differentiation strategies to be used throughout the lesson to enhance instruction and make the content comprehensible for all students.
Describe instructional differentiation strategies to be used throughout the lesson to scaffold learning and engage all students.
Describe differentiation strategies for formative and summative assessments to allow all students to demonstrate what they know or have learned.
II. Instruction
The 5Es
Probing Questions
Engage
Designed to help students understand the learning task and make connections to past and present learning experiences. It should stimulate interest and prompt students to identify their own questions about the topic. Typical activities in this stage include posing a question, defining a problem, or demonstrating a discrepant event, then using small group discussions to stimulate and share ideas. Instructors help students connect previous knowledge to the new concepts introduced in the unit.
Develop a few questions which help students access prior knowledge and get them thinking about the big idea of the lesson.
Explore
Students have the opportunity to get directly involved with key concepts through guided exploration of information. They begin identifying patterns and make connections to other disciplines. Frequently, students will diverge from the slated activity to explore their own questions, continually building on their knowledge base. In this stage, instructors observe and listen to students as they interact with each other and the information provided. Probing questions help students clarify their understanding and redirect their investigations when necessary.
Develop a few probing questions which help students move towards mastery of the learning target and promote critical thinking and inquiry-based learning.
Explain
Activity:
Students are introduced more formally to the lesson’s concepts. Through readings and discussions, students gain understanding of the major concepts and can verify answers to questions or problems posed earlier. In addition, more abstract concepts not easily explored in earlier activities are introduced and explained. As students formulate new ideas, appropriate vocabulary can be introduced.
Develop a few questions for class discussion which help students work through misconceptions, gain a deeper understanding of the content, and move students toward mastery of the learning target.
Elaborate
Activity:
Students expand on what they have learned and apply their newfound knowledge to a different situation. They test ideas more thoroughly and explore additional relationships.
Closure:
Providing closure to the lesson and verifying student understanding is critical at this point.
Develop a few questions, aligned to the learning target, which allow students to apply new knowledge in a different context. Include the focus question here.
Evaluate
Formative Assessment:
The instructor continually observes students’ learning to monitor their progress using questioning techniques and discussions. More formal evaluation – traditional assessments in the form of quizzes and alternative assessments such as concept maps, summary projects or reports – can be conducted at this stage. The assessment should be aligned with the content of the learning experience.
© 2017. Grand Canyon University. All Rights Reserved.
Rubic_Print_Format
| Course Code |
Class Code |
Assignment Title |
Total Points |
| ECS-585 |
ECS-585-O500 |
Science Lesson Plan |
50.0 |
|
| Criteria |
Percentage |
No Submission (0.00%) |
Insufficient (69.00%) |
Approaching (74.00%) |
Acceptable (87.00%) |
Target (100.00%) |
Comments |
Points Earned |
Criteria
| 100.0% |
| Science Content Lesson Plan |
| 25.0% |
|
|
|
| Not addressed. |
Lesson plan insufficiently addresses the promotion of problem solving or reasoning into the instruction. Technology is not related to instruction or is developmentally inappropriate. |
Lesson plan minimally addresses problem solving or reasoning in the instruction, or is far too complex. Technology use is present, but not fully incorporated into the lesson. |
Lesson plan clearly addresses problem solving or reasoning in the instruction. Appropriately uses technology to engage students and enhance instruction |
Lesson plan skillfully and concisely addresses science concepts and incorporates problem solving or reasoning into the instruction. Thoughtfully uses technology to engage students and enhance instruction |
| Lesson Plan 5E Components |
25.0% Not addressed.
The lesson plan is missing or has insufficiently addressed many of the required 5E components. The activities are developmentally inappropriate or incomplete. |
The lesson plan consists of most of the 5E (engage, explore, explain, elaborate, evaluate) components. Instructional details are underdeveloped for teaching, or are overly complex. Instruction and activities do not fully promote inquiry-based learning. |
The lesson plan consists of all 5E (engage, explore, explain, elaborate, evaluate) components. The instruction and activities are appropriate and clearly promote inquiry-based learning. |
All 5E (engage, explore, explain, elaborate, evaluate) lesson plan components are addressed. The instruction and activities clearly promote critical-thinking and problem-solving skills, as well as create an atmosphere of learning through inquiry. The descriptions for each component are substantive. |
| Communicating Thinking |
| 20.0% |
Not addressed.
Lesson plan strategies are inadequate or inappropriate for the students to communicate their thoughts. |
Lesson plan provides either overly simplistic or overly complex strategies for the students to communicate their thinking. |
Lesson plan clearly provides how the students will communicate their thinking. |
Lesson plan skillfully and concisely provides how the students will communicate their thinking. |
| Complete Lesson Plan Template |
20.0% Not addressed.
The lesson plan is either not complete, developmentally inappropriate, and/or is not in alignment. |
The lesson plan is complete, but some areas are not fully developed. Needs of the students do not appear central to the plan. Learning progressions should be more evident. Some alignment is present. |
The lesson plan is complete and developmentally appropriate, includes general learning progressions, with clear alignment from beginning to end. |
The lesson plan is comprehensive, well-crafted for the students, fully incorporates meaningful learning progressions, and is thoroughly aligned. |
| Mechanics |
10.0% |
Not addressed.
The lesson plan contains inappropriate, incoherent language and/or sentence structures. |
The lesson plan contains mechanical and conventional errors or non-relevant language that affects meaning and clarity. |
The lesson plan has a few mechanical and conventional errors present that do not significantly affect meaning or clarity. Word choice reflects basic, consistent, appropriate use of practice and topic-related language. |
The lesson plan is free of mechanical and conventional errors. Word choice reflects well-developed use of practice and topic-related language. |
| Total Weightage |
100% |
Rubic_Print_Format
| Course Code |
Class Code |
Assignment Title |
Total Points |
| ECS-585 |
ECS-585-O500 |
Clinical Field Experience B: Science Lessons |
50.0 |
|
| Criteria |
Percentage |
No Submission (0.00%) |
Insufficient (69.00%) |
Approaching (74.00%) |
Acceptable (87.00%) |
Target (100.00%) |
Comments |
Points Earned |
Criteria
| 100.0% |
| Identification of Small Group |
|
|
| 20.0% |
|
|
|
|
| Not addressed. |
Reflection is incomplete or inadequately describes how the mentor teacher identified the small group chosen for you to work with. |
Reflection is basic and broadly discusses how the mentor teacher identified the small group chosen for you to work with. |
Reflection clearly discusses how the mentor teacher identified the small group chosen for you to work with. |
Reflection skillfully and concisely discusses how the mentor teacher identified the small group chosen for you to work with. |
| Differentiation |
20.0% Not addressed.
Reflection is incomplete or inadequately describes the differentiation and engagement strategies used in relation to the needs of the students you worked with. |
Reflection is basic and broadly describes the differentiation and engagement strategies used in relation to the needs of the students you worked with. |
Reflection clearly describes the differentiation and engagement strategies used in relation to the needs of the students you worked with. |
Reflection skillfully and concisely describes the differentiation and engagement strategies used in relation to the needs of the students you worked with. |
| Strategies |
20.0% Not addressed.
Reflection is incomplete or inadequately describes your experience using the identified strategies with the small group during the science lesson or activity. |
Reflection is basic and broadly describes your experience using the identified strategies with the small group during the science lesson or activity. |
Reflection clearly describes your experience using the identified strategies with the small group during the science lesson or activity. |
Reflection skillfully and concisely describes your experience using the identified strategies with the small group during the science lesson or activity. |
| Future Professional Practice |
20.0% Not addressed.
Applications to future practice are incomplete or unrelated to what was described in the summary. |
Applications to future practice are unrealistic or underdeveloped. |
Applications to future practice are basic, useful, and appropriate for students. |
Conclusions and applications to future practice are insightful, realistic, and clearly consider the needs of students. |
| Mechanics (spelling, punctuation, grammar, and language use) |
| 10.0% |
Not addressed.
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. |
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language or word choice may be present. Sentence structure may not be varied. |
The submission includes some mechanical errors, but they do not hinder comprehension. A variety of effective sentence structures are used, as well as some practice and content-related language. |
The submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. |
| Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) |
10.0% Not addressed.
Documentation of sources is inconsistent and/or incorrect, as appropriate to assignment and style, with numerous formatting errors. |
Sources are documented, as appropriate to assignment and style, although some formatting errors are present. |
Sources are documented, as appropriate to assignment and style, and format is mostly correct. |
Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. |
| Total Weightage |
100% |
Rubic_Print_Format
| Course Code |
Class Code |
Assignment Title |
Total Points |
| ECS-585 |
ECS-585-O500 |
Science Lesson Plan |
50.0 |
|
| Criteria |
Percentage |
No Submission (0.00%) |
Insufficient (69.00%) |
Approaching (74.00%) |
Acceptable (87.00%) |
Target (100.00%) |
Comments |
Points Earned |
Criteria
| 100.0% |
| Science Content Lesson Plan |
| 25.0% |
|
|
|
| Not addressed. |
Lesson plan insufficiently addresses the promotion of problem solving or reasoning into the instruction. Technology is not related to instruction or is developmentally inappropriate. |
Lesson plan minimally addresses problem solving or reasoning in the instruction, or is far too complex. Technology use is present, but not fully incorporated into the lesson. |
Lesson plan clearly addresses problem solving or reasoning in the instruction. Appropriately uses technology to engage students and enhance instruction |
Lesson plan skillfully and concisely addresses science concepts and incorporates problem solving or reasoning into the instruction. Thoughtfully uses technology to engage students and enhance instruction |
| Lesson Plan 5E Components |
25.0% Not addressed.
The lesson plan is missing or has insufficiently addressed many of the required 5E components. The activities are developmentally inappropriate or incomplete. |
The lesson plan consists of most of the 5E (engage, explore, explain, elaborate, evaluate) components. Instructional details are underdeveloped for teaching, or are overly complex. Instruction and activities do not fully promote inquiry-based learning. |
The lesson plan consists of all 5E (engage, explore, explain, elaborate, evaluate) components. The instruction and activities are appropriate and clearly promote inquiry-based learning. |
All 5E (engage, explore, explain, elaborate, evaluate) lesson plan components are addressed. The instruction and activities clearly promote critical-thinking and problem-solving skills, as well as create an atmosphere of learning through inquiry. The descriptions for each component are substantive. |
| Communicating Thinking |
| 20.0% |
Not addressed.
Lesson plan strategies are inadequate or inappropriate for the students to communicate their thoughts. |
Lesson plan provides either overly simplistic or overly complex strategies for the students to communicate their thinking. |
Lesson plan clearly provides how the students will communicate their thinking. |
Lesson plan skillfully and concisely provides how the students will communicate their thinking. |
| Complete Lesson Plan Template |
20.0% Not addressed.
The lesson plan is either not complete, developmentally inappropriate, and/or is not in alignment. |
The lesson plan is complete, but some areas are not fully developed. Needs of the students do not appear central to the plan. Learning progressions should be more evident. Some alignment is present. |
The lesson plan is complete and developmentally appropriate, includes general learning progressions, with clear alignment from beginning to end. |
The lesson plan is comprehensive, well-crafted for the students, fully incorporates meaningful learning progressions, and is thoroughly aligned. |
| Mechanics |
10.0% |
Not addressed.
The lesson plan contains inappropriate, incoherent language and/or sentence structures. |
The lesson plan contains mechanical and conventional errors or non-relevant language that affects meaning and clarity. |
The lesson plan has a few mechanical and conventional errors present that do not significantly affect meaning or clarity. Word choice reflects basic, consistent, appropriate use of practice and topic-related language. |
The lesson plan is free of mechanical and conventional errors. Word choice reflects well-developed use of practice and topic-related language. |
| Total Weightage |
100% |
Rubic_Print_Format
| Course Code |
Class Code |
Assignment Title |
Total Points |
| ECS-585 |
ECS-585-O500 |
Clinical Field Experience C: Field of Engineering Lessons |
50.0 |
|
| Criteria |
Percentage |
No Submission (0.00%) |
Insufficient (69.00%) |
Approaching (74.00%) |
Acceptable (87.00%) |
Target (100.00%) |
Comments |
Points Earned |
Criteria
| 100.0% |
| Strategies |
|
| 10.0% |
|
|
|
|
| Not addressed. |
Reflection is incomplete or inadequately describes your experience using the identified strategies with the small group during the science lesson or activity. |
Reflection is basic and broadly describes your experience using the identified strategies with the small group during the science lesson or activity. |
Reflection clearly describes your experience using the identified strategies with the small group during the science lesson or activity. |
Reflection skillfully and concisely describes your experience using the identified strategies with the small group during the science lesson or activity. |
| Future Professional Practice |
10.0% Not addressed.
Applications to future practice are incomplete or unrelated to what was described in the summary. |
Applications to future practice are unrealistic or underdeveloped. |
Applications to future practice are basic, useful, and appropriate for students. |
Conclusions and applications to future practice are insightful, realistic, and clearly consider the needs of students. |
| Incorporation of Engineering into Main Content Area. Field of Engineering Named |
| 25.0% |
Not addressed.
Reflection did not sufficiently discuss how the lesson incorporates engineering into the main content area. The field of engineering is not clearly noted. |
Reflection broadly discusses how the lesson incorporates engineering into the main content area, but is lacking detail. The field of engineering is noted. |
Reflection clearly discusses how the lesson incorporates engineering into the main content area. The field of engineering is noted. |
Reflection skillfully and concisely discusses how the lesson incorporates engineering into the main content area. The field of engineering is concisely noted. |
| Examples of Engineering Principles |
25.0% Not addressed.
Reflection insufficiently discusses how the mentor teacher included engineering principles. Examples are inadequately described. |
Reflection minimally discusses how the mentor teacher included engineering principles. Examples are lacking detail. |
Reflection clearly discusses how the mentor teacher included engineering principles. Examples are described. |
Reflection skillfully and concisely discusses how the mentor teacher included engineering principles. Examples are skillfully described. |
| Integration of Engineering, Math and Science |
20.0% |
Not addressed.
Reflection insufficiently discusses how the mentor teacher may have integrated engineering with math and science. Or, if integration did not happen, the teacher candidate inadequately discusses integration suggestions. |
Reflection broadly discusses how the mentor teacher may have integrated engineering with math and science. Or, if integration did not happen, the teacher candidate broadly discusses integration suggestions. |
Reflection clearly discusses how the mentor teacher may have integrated engineering with math and science. Or, if integration did not happen, the teacher candidate discusses their integration suggestions. |
Reflection skillfully and concisely discusses how the mentor teacher may have integrated engineering with math and science. Or, if integration did not happen, the teacher candidate skillfully discusses their own integration suggestions. |
| Mechanics (spelling, punctuation, grammar, and language use) |
10.0% Not addressed.
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. |
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language or word choice may be present. Sentence structure may not be varied. |
The submission includes some mechanical errors, but they do not hinder comprehension. A variety of effective sentence structures are used, as well as some practice and content-related language. |
The submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. |
| Total Weightage |
100% |
Rubic_Print_Format
| Course Code |
Class Code |
Assignment Title |
Total Points |
| ECS-585 |
ECS-585-O500 |
Engineering Lesson Plan |
50.0 |
|
| Criteria |
Percentage |
No Submission (0.00%) |
Insufficient (69.00%) |
Approaching (74.00%) |
Acceptable (87.00%) |
Target (100.00%) |
Comments |
Points Earned |
Criteria
| 100.0% |
| Integration of Engineering into the Lesson Plan |
|
| 30.0% |
|
|
| Not addressed. |
Lesson plan inadequately or inappropriately integrates engineering into the math activities. |
Lesson plan shows some integration of engineering into the math activities, but the integration is minimal or forced. |
Lesson plan appropriately integrates engineering into the math activities. |
Lesson plan skillfully and concisely integrates engineering into the math activities. |
| Differentiation Sections |
30.0% Not addressed.
Support for a student with exceptionalities is inappropriate for the age or exceptionality described. |
Lesson plan includes some support for a student with exceptionalities, but it is underdeveloped. |
Lesson plan includes clear, appropriate support for a student with exceptionalities. |
Lesson plan includes skillfully and creatively designed support for a student with exceptionalities. |
| Complete Lesson Plan Template |
30.0% Not addressed.
The lesson plan is either not complete, developmentally inappropriate, and/or is not in alignment. |
The lesson plan is complete, but, in some areas, is not fully developed. Needs of the students do not appear central to the plan. Some alignment is present. |
The lesson plan is complete and developmentally appropriate, with clear alignment from beginning to end. |
The lesson plan is comprehensive, well-crafted for the students, and thoroughly aligned. |
| Mechanics |
10.0% |
Not addressed.
The lesson plan contains inappropriate, incoherent language and/or sentence structures. |
The lesson plan contains mechanical and conventional errors or non-relevant language that affects meaning and clarity. |
The lesson plan has a few mechanical and conventional errors present that do not significantly affect meaning or clarity. Word choice reflects basic, consistent, appropriate use of practice and topic-related language. |
The lesson plan is free of mechanical and conventional errors. Word choice reflects well-developed use of practice and topic-related language. |
| Total Weightage |
100% |
