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ELM570 Science Unit Plan Instructional Strategies
ELM570 Science Unit Plan Instructional Strategies
The second step in planning a unit plan is to prepare the instructional strategies that can make connections across multiple areas of science content.
Part 1: Instructional Strategies – Science Unit Plan
For this assignment, you will research instructional strategies and describe how they can connect multiple areas of science. Use these specific instructional strategies to support your grade/developmental level, standards, and learning objectives for the unit plan.
Continue developing the “Science Unit Plan” by completing the following components of the unit plan:
Instructional Strategy/Strategies Used: Each chosen strategy should provide opportunities for independent study, active inquiry, collaboration, and/or supportive interaction in the elementary classroom. Use a combination of instructional strategies that are best suited for each lesson and student.
Summary of Instruction and Activities: Write a brief summary of instruction, activities, and learning content of each lesson to connect students’ prior knowledge to key science concepts through application of major standards-based concepts and modes of inquiry.
The details of the “Science Unit Plan” will continue to be fully developed and revised throughout the duration of the course, culminating in a complete unit plan due in Topic 5.
Part 2: Reflection
In 250-500 words, summarize and reflect on the process of continuing your unit plan and deciding on instructional strategies that best complement your standards, learning objectives, and lesson plan. How do your instructional strategies promote critical thinking and problem solving skills? Explain how you will use this process in your future professional practice.
Support your reflection with at least two scholarly resources.
Submit the “Science Unit Plan” and reflection as one deliverable.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Rubic_Print_Format
| Course Code | Class Code | Assignment Title | Total Points | |||||
| ELM-570 | ELM-570-O500 | Science Unit Plan: Instructional Strategies | 80.0 | |||||
| Criteria | Percentage | No Submission (0.00%) | Insufficient (69.00%) | Approaching (74.00%) | Acceptable (87.00%) | Target (100.00%) | Comments | Points Earned |
| Content | 100.0% | |||||||
| Instructional Strategies | 25.0% | Not addressed. | Science Unit Plan includes poorly-developed instructional strategies that do not provide opportunities for independent study, active inquiry, collaboration, and/or supportive interaction in the elementary classroom. Combinations of instructional strategies are missing or are not suited for each lesson and student. Science Unit Plan includes poorly-developed instructional strategies that do not provide opportunities for independent study, active inquiry, collaboration, and/or supportive interaction in the elementary classroom. Combinations of instructional strategies are missing or are not suited for each lesson and student. | Science Unit Plan includes beginning-level instructional strategies that provide limited opportunities for independent study, active inquiry, collaboration, and/or supportive interaction in the elementary classroom. Includes combinations of instructional strategies that are suited for each lesson and student. | Science Unit Plan includes clear and relevant instructional strategies that provide opportunities for independent study, active inquiry, collaboration, and/or supportive interaction in the elementary classroom. Includes adequate combinations of instructional strategies that are suited for each lesson and student. | Science Unit Plan includes well-researched and exceptional instructional strategies that successfully provide opportunities for independent study, active inquiry, collaboration, and/or supportive interaction in the elementary classroom. Includes creative and realistic combinations of instructional strategies that are best suited for each lesson and student. | ||
| Summary of Instruction and Activities | 25.0% | Not addressed. | Science Unit Plan includes a poor summary of instruction, activities, and learning content of each lesson. There is a weak and poor connection to students’ prior knowledge to key science concepts through application of standards-based concepts and modes of inquiry. | Science Unit Plan includes a vague and inexplicit summary of instruction, activities, and learning content of each lesson that minimally connect students’ prior knowledge to key science concepts through application of standards-based concepts and modes of inquiry. | Science Unit Plan includes a clear and descriptive summary of instruction, activities, and learning content of each lesson that correctly connects students’ prior knowledge to key science concepts through application of standards-based concepts and modes of inquiry. | Science Unit Plan includes a thorough and thoughtful summary of instruction, activities, and learning content of each lesson that skillfully connect students’ prior knowledge to key science concepts through application of major standards-based concepts and modes of inquiry. | ||
| Reflection | 20.0% | Not addressed. | Reflection includes a poorly developed summary of instructional strategies that complement the unit plan or promote critical thinking and problem-solving skills. Applications to future practice are weak and do not reflect growth and development as a professional. | Reflection includes a beginning-level summary of instructional strategies that best complement the unit plan and somewhat promote critical thinking and problem-solving skills. Applications to future practice are rudimentary level and minimally reflect growth and development as a professional. | Reflection includes a relevant summary with of instructional strategies that best complement the unit plan and clearly promote critical thinking and problem-solving skills. Applications to future practice are solid and reflect growth and development as a professional. | Reflection includes a comprehensive summary with a proficient choice of instructional strategies that best complement the unit plan and successfully promote critical thinking and problem-solving skills. Applications to future practice are insightful and reflect specific growth and development as a professional. | ||
| Research | 15.0% | Not addressed. | Sources provided do not support the claims of the presentation or are not credible. | Submission includes only 1-2 sources, sources do not fully support claims, or sources are not all credible. | Research is relevant and generally supports the information presented. All of the criteria stated in the assignment are addressed. | Research is supportive of the information presented. Sources are timely, distinctive and clearly address all of the criteria stated in the assignment. | ||
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 15.0% | 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. Inconsistent language or word choice is present. Sentence structure is lacking. | 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. | 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% |
