ED 351: Science Methods Brittany Integrated Health or Science Learning Segment Feedback

Overall Achievement of the Outcome: Instructor rating Use pedagogical theory, science standards, and scientific concepts Successful effectively to create an integrated instruction unit for elementary or middle school students. Criteria: Meaningfully demonstrate that you have used appropriate resources such as the literature, internet, and peer interaction to design curriculum in science, environmental studies, health, and technology. Provide evidence that you have selected, designed, and implemented effective teaching and assessment strategies, based on an accurate analysis of learner needs and science content standards. Demonstrate with effective examples that you have identified the suitability of available resources using frameworks of pedagogy and characteristics of particular students. Provide meaningful evidence of connections to other content areas, such as language arts, mathematics, social studies, and the arts. Using standards of student-initiated inquiry and the 5E framework, provide your own thoughtfully reflective evaluation of both the unit designed and the process used to design it. Provide a meaningful plan for how you will assess student performance through the design of this unit. Instructor rating and comments Proficient; well developed sequence of lessons using these resources.

Proficient; you include meaningful inquiry and numerous points throughout the segment. Proficient; the various examples, from video and a mini-field trip, should be very engaging for students. Proficient; you integrate very effectively with social studies. Consider additional links to literature and the arts. Proficient; as mentioned above, you use inquiry effectively. You might consider structuring some of your lessons in a bit more detail around the 5E framework. This will help you to keep track of where students are progressing with their inquiry and building on their previous questions. Proficient; you provide explicit criteria and feedback on which student learning can be based and evaluated.

Additional requirements: Met or unmet Research available resources in print, on the Internet, and in the resource room. Met Select the grade that the unit will serve. Met Select a topic for the unit. It must involve major concepts covered in the national Met or state science, health, or environmental education standards. Identify the specific content standards and process skills that you will be developing.

Identify AAAS or WDPI themes that are relevant to your concepts. Find, modify, and develop activities that will teach the concepts and skills. For each activity, identify the relevant concepts, standards, objectives, and theme questions. Activities must reflect good pedagogical practice, such as the use of inquiry. Write lesson plans that meet the criteria we have been using throughout the course. Use APA format to cite and list your references. Analyze the extent to which each of the criteria was met in the self assessment. Turn in the unit plan on plain paper. Do not use binders or page protectors; simply staple or clip the pages together. Self assessment to be handed in May 11. Additional comments:

Met Met Met Met Missing Met

You have created a well-organized and appropriately detailed set of lessons, and provided an engaging rationale that holds them together. Congratulations on this accomplishment in preparing a science learning segment. This should be a model for you as you develop more materials for your future teaching. One point that came across in your discussion was the way the assessment essay would culminate a number of areas of learning that took place during the segment. You did a nice job in the learning segment of developing information for that essay in the different lessons. You provide ways of asking students to reflect specifically on aspects of the biome they are studying. You will need to provide a list of references in APA format. Consider including for yourself additional readings that reference the approaches to inquiry and misconceptions that we have examined this semester, and continue to build that list with new articles and readings. S, pending APA formatted reference list