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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 conceptseffectively to create an integrated instruction unit for elementary ormiddle school students.

Successful

Criteria: Instructor rating and comments

Meaningfully demonstrate that you haveused appropriate resources such as theliterature, internet, and peer interaction todesign curriculum in science,environmental studies, health, andtechnology.

Proficient; well developed sequence oflessons using these resources.

Provide evidence that you have selected,designed, and implemented effectiveteaching and assessment strategies,based on an accurate analysis of learnerneeds and science content standards.

Proficient; you include meaningful inquiryand numerous points throughout thesegment.

Demonstrate with effective examples thatyou have identified the suitability ofavailable resources using frameworks ofpedagogy and characteristics of particularstudents.

Proficient; the various examples, fromvideo and a mini-field trip, should be veryengaging for students.

Provide meaningful evidence ofconnections to other content areas, suchas language arts, mathematics, socialstudies, and the arts.

Proficient; you integrate very effectivelywith social studies. Consider additionallinks to literature and the arts.

Using standards of student-initiated inquiryand the 5E framework, provide your ownthoughtfully reflective evaluation of boththe unit designed and the process used todesign it.

Proficient; as mentioned above, you useinquiry effectively. You might considerstructuring some of your lessons in a bitmore detail around the 5E framework.This will help you to keep track of wherestudents are progressing with their inquiryand building on their previous questions.

Provide a meaningful plan for how you willassess student performance through thedesign of this unit.

Proficient; you provide explicit criteria andfeedback on which student learning can bebased and evaluated.

Additional requirements: Met or unmet

Research available resources in print, on the Internet, and in the resource room. MetSelect the grade that the unit will serve. Met

Select a topic for the unit. It must involve major concepts covered in the nationalor state science, health, or environmental education standards. Identify thespecific content standards and process skills that you will be developing.

Met

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Identify AAAS or WDPI themes that are relevant to your concepts. Met

Find, modify, and develop activities that will teach the concepts and skills. Met

For each activity, identify the relevant concepts, standards, objectives, andtheme questions. Activities must reflect good pedagogical practice, such asthe use of inquiry.

Met

Write lesson plans that meet the criteria we have been using throughout thecourse.

Met

Use APA format to cite and list your references. Missing

Analyze the extent to which each of the criteria was met in the selfassessment. Turn in the unit plan on plain paper. Do not use binders or pageprotectors; simply staple or clip the pages together.

Met

Self assessment to be handed in May 11.

Additional comments:

You have created a well-organized and appropriately detailed set of lessons, and

provided an engaging rationale that holds them together. Congratulations on thisaccomplishment in preparing a science learning segment. This should be amodel for you as you develop more materials for your future teaching.

One point that came across in your discussion was the way the assessmentessay would culminate a number of areas of learning that took place during thesegment. You did a nice job in the learning segment of developing informationfor that essay in the different lessons. You provide ways of asking students toreflect 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 andmisconceptions that we have examined this semester, and continue to build thatlist with new articles and readings.

S, pending APA formatted reference list