Module 4 AssignmentFraction Lesson Plans and ReviewStu.docx
- 1. Module 4 Assignment Fraction Lesson Plans and Review Student Grand Canyon University: EED 364 Date Rationale Please explain how the created lesson plans clearly describe carefully planned, plausible reasoning for choices of instructional materials and strategies in light of learning goals and student outcomes. Describe how the plans include engaging instructional activities that stimulate critical thinking and problem solving, use models in fraction tasks, emphasize academic language, and explore equivalent fractions. I would also use academic support. Feel free to use the verbiage on this template PLANNING: Instructional Script and Materials This lesson plans demonstrates well-developed and skillful use of effective, student-centered verbal, nonverbal and electronic media communication tools and techniques to create opportunities for active inquiry, collaboration and supportive
- 2. interaction. This is demonstrated by… PLANNING: Meeting the Varied Learning Needs of Students The lesson plans have creative, well-developed differentiated instructional activities and supports clearly designed to meet the needs of specific individuals or groups with similar needs. This is demonstrated by… PLANNING: Meeting the Language Needs of Students The lesson plans clearly and comprehensively incorporate content-based vocabulary, targeted instructional support for the use of vocabulary, and additional language demands associated with the language function of the class. This is demonstrated by… PLANNING: Assessments to Monitor Student Learning The lesson s creatively allow for multiple forms of evidence in order to monitor students’ deep understanding and skill development in the content area throughout and at the end of the lesson. They are well aligned with the stated learning targets and standards and include well-crafted modifications for individual students. This is demonstrated by… (Insert Lesson Plans 1, 2, & 3 or you can attach them seperately) Teaching Channel Website Review Reference ECE-206 HW-09A Page 1 of 1 HW-09: C++ - Reversed Integer / Array Usage Draw a flowchart that reverses the digits in an integer and
- 3. translate the flowchart into a C++ program. Assume that the maximum value of the integer is 99999. Use an array to solve the problem. For example, if the following integers are entered, the outputs are: Integer Output ----------------------------------------- 0 0 10 1 12 21 123 321 7600 67 8015 5108 90000 9 Test your program with the integers given in the example. Submit a copy of the flowchart, C++ program and run output.
- 4. EED-364 Integrating Science and Mathematics Benchmark Assignment and Rubric Targeted Essential Learning Effective teachers will use research-based, best practices to design, plan, implement, and manage instruction that is aligned to elementary science academic standards. (InTASC 4, 7) Assessment Tool Selected Integrated Math and Science Unit Plan Specific Performance/Task(s) · Create a standards-based unit plan for an elementary classroom. · Identify and use a variety of materials and resources in the unit plan. · Use differentiation of instruction to meet needs of diverse learners. · Manage materials, equipment, and other resources to affect the learning environment. · Model and/or explain skills, concepts, attributes, and critical thinking processes. Relevancy of Task to Teacher Candidate By designing a comprehensive math and science unit plan that focuses on an elementary science academic standard, teacher candidates will be able to teach science concepts and processes that incorporate language arts and mathematics to elementary students. General Practicum Information · This course requires a practicum field experience. Familiarize yourself with the College of Education Teacher Preparation Programs Practicum/Field Experience Manual and its associated forms found on the Student Success Center. · Students’ practicum experiences should follow the practicum
- 5. experience requirements, including the diversity and hour requirements for this course on the Practicum/Field Experience Observation and Activity Log · Students should complete the Practicum/Field Experience Observation and Activity Log, including the names of the schools and grade levels where the observations took place and document the hours spent in the classroom. Submit the form to the course instructor along with your Benchmark Assignment in Topic 8. · Spend 20 hours split between two classrooms, grades 4−8. Let your mentors know that you are working on developing your lesson planning skills. All observations must be done during the teaching of math and science lessons. Throughout the practicum, observe and interview your mentors. Two observations must be in different grade levels and one placement must be in a Title 1 school. Assignment: Student Prompts/Teacher Directions 1. Individual: 0. Benchmark Assignment: Integrating Science and Mathematics 1. Create a unit plan integrating science and math content of fractions, decimals, and/or percents. 1. Ensure you have listed each of the science (NSES)) and math (NCTM) standards to include learning goals and objectives. 1. Create the unit plan including the following: 3. Clear-cut objectives that align to standards 3. Relevant materials and resources 3. Differentiation of instruction to address the diverse needs of students. Name the differentiation strategies for the specific diverse groups. 3. Problem solving and inquiry strategies 3. The 12 science processes 3. Concrete manipulatives to help develop science and fraction/decimal sense 3. Informal and/or formal assessment that align with objectives 3. Authentic, formative and/or summative assessments 3. Allow for student reflection
- 6. 1. Write a narrative of 1,000-1,250-words that addresses the assignment criteria, gives specific examples from the unit plan,and state your rationale. 1. Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. Include an appendix to the paper that is a copy of the unit plan. 1. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. 1. Submit the assignment to the instructor by the end of Topic 8. In addition, submit the assignment in Taskstream. Directions for submitting to Taskstream are found on the College of Education’s page in the Student Success Center. Scoring Rubric Integrating Science and Mathematics (Benchmark Assignment) Criteria % value 1: Unsatisfactory 0% 2: Less than Satisfactory 65% 3: Satisfactory 75% 4: Good 85% 5: Excellent 100% Applying ACEI Standards 15% 1.0 Development, Learning, and Motivation 1.67%
- 7. Does not know, understand, or use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation. Knows and understands some of the concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation, but rarely uses them effectively. Knows, understands, and effectively uses the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation. Knows, understands, and carefully uses the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation. Knows, understands, and methodically uses the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation. 2.2 Science 1.67% Does not know, understand, or use fundamental concepts of physical, life, and earth/space sciences. Cannot design or implement age-appropriate inquiry lessons to teach science, to build student understanding for personal and social applications, and to convey the nature of science. Knows and understands some fundamental concepts of physical, life, and earth/space sciences, but rarely use them effectively. Can design, but rarely implements age-appropriate inquiry lessons effectively to teach science, to build student
- 8. understanding for personal and social applications, and to convey the nature of science. Knows, understands, and effectively uses fundamental concepts of physical, life, and earth/space sciences. Can effectively design and implement age-appropriate inquiry lessons to teach science, to build student understanding for personal and social applications, and to convey the nature of science. Knows, understands, and uses fundamental concepts of physical, life, and earth/space sciences. Carefully designs and implements age-appropriate inquiry lessons to teach science, to build student understanding for personal and social applications, and to convey the nature of science. Knows, understands, and uses fundamental concepts of physical, life, and earth/space sciences. Can methodically design and implement age-appropriate inquiry lessons to teach science, to build student understanding for personal and social applications, and to convey the nature of science 2.3 Mathematics 1.67% Does not know, understand, or use the major concepts and procedures that define numbers and operations, algebra, geometry, measurement, and data analysis and probability. Does not engage in problem solving, reasoning or proof, communication, connections, or representation. Knows and understands some of the major concepts and procedures that define numbers and operations, algebra, geometry, measurement, and data analysis and probability, but rarely uses them. Rarely engages in problem solving, reasoning and proof, communication, connections, and representation. Knows, understands, and uses the major concepts and procedures that define numbers and operations, algebra, geometry, measurement, and data analysis and probability. Sometimes engages in problem solving, reasoning and proof, communication, connections, and representation. Knows, understands, and uses the major concepts and procedures that define numbers and operations, algebra,
- 9. geometry, measurement, and data analysis and probability. Generally engages in problem solving, reasoning and proof, communication, connections, and representation. Knows, understands, and uses the major concepts and procedures that define numbers and operations, algebra, geometry, measurement, and data analysis and probability. Consistently engages in problem solving, reasoning and proof, communication, connections, and representation. 3.1Integrating and Applying Knowledge for Instruction 1.67% Does not plan or implement instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, or the community. Rarely plans or implements instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and the community. Plans and implements instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and the community. Skillfully plans and implements instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and the community. Methodically plans and implements instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and the community. 3.2 Adaptation to Diverse Students 1.67% Does not understand how elementary students differ in their development and approaches to learning, nor create instructional opportunities that are adapted to diverse students. Does not completely understand how elementary students differ in their development and approaches to learning, and rarely creates instructional opportunities that are adapted to diverse students. Understands how elementary students differ in their development and approaches to learning, and creates
- 10. instructional opportunities that are adapted to diverse students. Understands how elementary students differ in their development and approaches to learning, and skillfully creates instructional opportunities that are adapted to diverse students. Understands how elementary students differ in their development and approaches to learning, and methodically creates instructional opportunities that are adapted to diverse students. 3.3 Development of Critical Thinking and Problem Solving 1.67% Does not understand or use a variety of teaching strategies that encourage elementary students’ development of critical thinking or problem solving. Understands, but rarely uses a variety of teaching strategies that encourage elementary students’ development of critical thinking and problem solving. Understands and uses a variety of teaching strategies that encourage elementary students’ development of critical thinking and problem solving. Understands and efficiently uses a variety of teaching strategies that encourage elementary students’ development of critical thinking and problem solving. Understands and meticulously uses a variety of teaching strategies that encourage elementary students’ development of critical thinking and problem solving. 3.4 Active Engagement in Learning 1.66% Does not use knowledge and understanding of individual and group motivation and behavior among students at the K-6 level to foster active engagement in learning, self-motivation, positive social interaction and to create supportive learning environments. Rarely uses knowledge and understanding of individual and group motivation and behavior among students at the K-6 level to foster active engagement in learning, self-motivation, positive social interaction and to create supportive learning
- 11. environments. Uses knowledge and understanding of individual and group motivation and behavior among students at the K-6 level to foster active engagement in learning, self-motivation, positive social interaction and to create supportive learning environments. Carefully uses knowledge and understanding of individual and group motivation and behavior among students at the K-6 level to foster active engagement in learning, self -motivation, and positive social interaction and to create supportive learning environments. Masterfully uses knowledge and understanding of individual and group motivation and behavior among students at the K-6 level to foster active engagement in learning, self-motivation, positive social interaction and to create supportive learning environments. 4.0 Assessment for Instruction 1.66% Does not know, understand, or use formal and informal assessment strategies to plan, evaluate, or strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of elementary students. Knows, understands, but rarely uses some formal and informal assessment strategies to plan, evaluate, and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of elementary students. Knows, understands, and uses formal and informal assessment strategies to plan, evaluate, and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of elementary students. Knows, understands, and effectively uses formal and informal assessment strategies to plan, evaluate, and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of elementary students. Knows, understands, and strategically uses formal and informal assessment strategies to plan, evaluate, and strengthen
- 12. instruction that will promote continuous intellectual, social, emotional, and physical development of elementary students. 5.1 Professional Growth, Reflection, and Evaluation 1.66% Not aware of and does not reflect on the practice in light of research on teaching, professional ethics, and resources available for professional learning; does not evaluate the effects of their professional decisions and actions on students, families, and other professionals in the learning community or actively seek out opportunities to grow professionally. Rarely aware of and scarcely reflects on the practice in light of research on teaching, professional ethics, and resources available for professional learning; seldom evaluates the effects of their professional decisions and actions on students, families, and other professionals in the learning community and does not seek out opportunities to grow professionally. Aware of and reflects on the practice in light of research on teaching, professional ethics, and resources available for professional learning; occasionally evaluates on the effects of their professional decisions and actions on students, families, and other professionals in the learning community and seeks out opportunities to grow professionally. Aware of and reflects on the practice in light of research on teaching, professional ethics, and resources available for professional learning; typically evaluates the effects of their professional decisions and actions on students, families, and other professionals in the learning community and seeks out opportunities to grow professionally. Aware of and reflects on the practice in light of research on teaching, professional ethics, and resources available for professional learning; continually evaluates the effects of their professional decisions and actions on students, families and other professionals in the learning community and actively seeks out opportunities to grow professionally. Content 70%
- 13. Standardsand Objectives 17.5% No standards are mentioned in the lesson. Lesson objectives are not aligned to standards. Standards are inconsistently alluded to in the lesson. Lesson objectives are minimally aligned to standards. Too many or too few standards are included. Lesson may name many standards instead of focusing on important, key standards; alternately, lesson may not name relevant key standards. Some relevant standards addressed are referenced in the objectives. Some key standards are identified. Lesson is mostly influenced by standards. Relevant standards are referenced in the objectives. Most key standards are identified. Lesson is clearly aligned to standards. Key applicable standards are thoroughly referenced in the objectives. Lesson is guided by and aligned to standards. 12 Science Processes 17.5% 12 science processes are missing. 12 science processes are either missing or incomplete The 12 science processes are present, but have a cursory explanation. All of the 12 science processes are present with a clear explanation. All of the 12 science processes are present, and each are thoroughly explained. Differentiation and Problem-solving Activities 17.5% Differentiation and problem-solving activities/strategiesare absent or unrelated to objectives. No differentiation of instruction is mentioned. Many differentiations and problem–solving activities/strategies
- 14. are extraneous and irrelevant. A limited or unsuccessful attempt is made to individualize activities for learning styles or strengths. Differentiation, and problem -solving activities/strategies relate to objectives, but some are extraneous. Activities are mostly accessible to students with different learning styles and strengths. Lesson plan includes differentiated instruction and problem-solving activities/strategies, limited to either gifted students, English language learners, or students with special needs. Differentiation and problem–solving activities/strategies provide a logical path to meeting objectives. Activities are accessible to students of more than one learning style or strength. Lesson includes varied differentiated instruction and problem–solving activities/strategies for gifted students, English language learners, and students with special needs. Students of many learning styles and strengths can benefit from the differentiation, and problem–solving activities/strategies. Lesson clearly offers appropriate, creative, and well-integrated challenges for students of all levels, including gifted students, English language learners, and students with special needs. Assessments-Informal and/or Formal Assessments that Align with Objectives 17.5% Assessments are missing; lesson does not allow for student reflection. Some assessments are present; lesson does not allow for student reflection. Most assessment types stated in the assignment’s criteria are present; most align to the objectives; lesson includes student reflection. Assessments are complete. Most align with the unit plan objectives; lesson includes student reflection. Assessments are comprehensive and are aligned with the unit
- 15. plan objectives; lesson includes student reflection. Organization, Format and Mechanics 15% Organization 5% There is no unity and coherence. No apparent connections between paragraphs. Transitions are inappropriate to purpose and scope. Organization is disjointed. Organization and structure of the paper detract from the writer’s message. Introduction is missing. Paragraphs are disjointed and do not transition ideas smoothly and logically. Conclusion is missing. Structure of the paper is not easy to follow. Introduction is provided but it does not preview all major points. Paragraph transitions need improvement. Conclusion is provided but does not flow from the body of the paper. Structure of the paper is clear and easy to follow. Introduction provides sufficient background on the topic, and previews major points. Paragraph transitions are present and logical, and maintain the flow of thought throughout the paper. Structure of the paper is clear and easy to follow. Introduction provides extensive background on the topic, and previews major points. Paragraph transitions are present and logical, and maintain the flow of thought throughout the paper. Conclusion is logical, flows from the body of the paper, and does not include new information. Research Citations 5% No reference page; no citations. Reference page is present; citation is inconsistently used. Reference page is included which lists sources used in paper; sources are appropriately documented, although some errors may be present. Reference page is present and fully inclusive of all cited sources; documentation is appropriate and citation style is
- 16. usually correct. In-text citations and a reference page are complete. The documentation of cited sources is error-free. Mechanics of Writing (includes spelling, punctuation, grammar, etc.) 5% Surface errors are pervasive enough that they impede communication of meaning. Frequent and repetitive mechanical errors distract the reader. Some mechanical errors or typos are present, but are not overly distracting to the reader. Prose is largely free of mechanical errors, although a few may be present. Writer is clearly in control of standard, written American English. © 2014. Grand Canyon University. All Rights Reserved. Class Profile Student Name English Language Learner
- 17. Socio-economic Status Ethnicity Gender IEP/504 Other Age Reading Performance Level Math Performance Level Parental Involvement Internet Available at Home Arturo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Med No Bertie No Low SES Asian Female No None Grade level One year above grade level
- 18. At grade level Low Yes Beryl No Mid SES White Female No NOTE: School does not have gifted program Grade level Two years above grade level At grade level Med Yes Brandie No Low SES White Female No Tier 2 RTI for Math Grade level At grade level One year below grade level Low No Dessie No Mid SES White Female No Tier 2 RTI for Math Grade level Grade level
- 19. One year below grade level Med Yes Diana Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Donnie No Mid SES African American Female No Hearing Aids Grade level At grade level At grade level Med Yes Eduardo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level
- 20. At grade level Low No Emma No Mid SES White Female No None Grade level At grade level At grade level Low Yes Enrique No Low SES Hispanic Male No Tier 2 RTI for Reading One year above grade level One year below grade level At grade level Low No Fatma Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level
- 21. One year above grade level Low Yes Frances No Mid SES White Female No Diabetic Grade level At grade level At grade level Med Yes Francesca No Low SES White Female No None Grade level At grade level At grade level High No Fredrick No Low SES White Male Learning Disabled Tier 3 RTI for Reading and Math One year above grade level Two years below grade level
- 22. Two years below grade level Very High No Ines No Low SES Hispanic Female Learning Disabled Tier 2 RTI for Math Grade level One year below grade level One year below grade level Low No Jade No Mid SES African American Female No None Grade level At grade level One year above grade level High Yes Kent No High SES White Male Emotion-ally Disabled None Grade level At grade level
- 23. One year above grade level Med Yes Lolita No Mid SES Native American/ Pacific Islander Female No None Grade level At grade level At grade level Med Yes Maria No Mid SES Hispanic Female No NOTE: School does not have gifted program Grade level At grade level Two years above grade level Low Yes Mason No Low SES White Male No None Grade level
- 24. At grade level At grade level Med Yes Nick No Low SES White Male No None Grade level One year above grade level At grade level Med No Noah No Low SES White Male No None Grade level At grade level At grade level Med Yes Sharlene No Mid SES White Female No None Grade level
- 25. One year above grade level At grade level Med Med Sophia No Mid SES White Female No None Grade level At grade level At grade level Med Yes Stuart No Mid SES White Male No Allergic to peanuts Grade level One year above grade level At grade level Med Yes Terrence No Mid SES White Male No None Grade level
- 26. At grade level At grade level Med Yes Wade No Mid SES White Male No None Grade level At grade level One year above grade level Med Yes Wayne No High SES White Male Learning Disabled Tier 3 RTI for Math Grade level One year below grade level Two years below grade level High Yes Wendell No Mid SES African American Male Learning Disabled Tier 3 RTI for Math Grade level
- 27. One year below grade level Two years below grade level Med Yes Yung No Mid SES Asian Male No NOTE: School does not have gifted program One year below grade level Two years above grade level Two years above grade level Low Yes © 2014. Grand Canyon University. All Rights Reserved.