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EDE 378 Science for ECE & Elem Tchrs
McQuerry, Scott


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

School For Education Mission Statement
The School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.



Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

School For Education Vision Statement
The School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.

Park University School for Education  Conceptual Framework


Course

EDE 378 Science for ECE & Elem Tchrs

Semester

U1T 2010 DL

Faculty

McQuerry, Scott

Title

Adjunct Faculty/Education Department

Degrees/Certificates

M.eD - Information Science and Learning Technologies
Missouri Unified Science Teaching Certification
B.A. - Biology

Office Location

Online

Office Hours

24/7

Other Phone

Voicemail AND Fax:  206-666-3343

E-Mail

scott.mcquerry@park.edu

scott@eequalsmcq.com

Web Page

http://www.eequalsmcq.com

Semester Dates

1/11/10 - 3/7/10

Class Days

TBA

Class Time

TBA

Prerequisites

EDE359 and admission to the School for Education

Credit Hours

2


Textbook:

Required Textbooks:

Martin, Ralph et al. Teaching Science for All Children. Fourth edition. Boston, MA: Allyn and Bacon, 2005.

 

Supplementary Textbooks:

www.eequalsmcq.com/moodle  (enrollment key is “pArKcLaSs”)

 

(eBook) Classic Science:  Elementary Life Science

(eBook) Classic Science:  Elementary Earth Science

(eBook) Classic Science:  Elementary Chemistry

(eBook) Classic Science:  Elementary Physical Science

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

All Park University teacher candidates seeking certification and licensure must purchase Foliotek, the School for Education’s electronic portfolio system. As purchasing and accessing Foliotek is a multi-step process, please follow these instructions: 

 

Decide the contract period and fee for which you will be paying. Minimally, you must purchase a contract which extends to the year you expect to graduate, however some students purchase a contract extending one year beyond graduation. Contact the Education Department for current fees and accessibility procedures.

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


Course Description:

This course is designed to explore how children develop an interest in scientific exploration. Students will observe, design, implement and evaluate activities appropriate for early childhood programs and elementary classroom. Students in this class will master the basic concepts of Life Science, Earth Science, Physical Science and Chemistry as identified by the National Science Education Standards. Most importantly, student’s background knowledge will be continually examined throughout the course through the use of self-reflective exercises. To assess their newfound understandings of the natural world, students will create practical applications to utilize in their future classrooms.

 

Learning Outcomes:
  Core Learning Outcomes

  1. Demonstrate confidence and understanding in the methods for teaching science
  2. Successfully construct, instruct, and evaluate diverse science lessons and/or units and include appropriate assessments
  3. Understand, demonstrate, and apply the science inquiry process in a variety of learning experiences.
  4. Creates vibrant and engaging learning environments when teaching and planning science instruction for the unifying concepts and process that are used in each of the science disciplines.
  5. Examine and evaluate resources available to assist the classroom teacher in science instruction
  6. Investigate resources available in the community that can be used as support to the classroom curriculum and develop a standard-specific lesson utilizing those resources


Core Assessment:
personal philosophy of teaching science

Link to Class Rubric

Class Assessment:
You will be assessed by your successful completion of weekly assignments, pre- and post-lab discussion postings, peer reviews of these discussion postings, and a final proctored exam.



Grading:
 

The following chart provides the point value for all assignments in this course:

Assignments    

Point Value

Reflective Question (Week 1)

30

Reflective Question  (Week 3)

30

Reflective Question  (Week 5)

30

Core Assessment Lesson #1

50

Core Assessment Lesson #2

50

Core Assessment Lesson #3

50

Core Assessment Lesson #4

50

Pre-Lab Discussion Posts

70

Post-Lab Discussion Posts

70

Peer Review of Post-Lab Discussion

70

Final Proctored Exam

100

Total

600

Final Proctored Exam:

Each student must schedule and complete the proctored exam. The final proctored exam will include the identification of key components of an inquiry-based lab worksheet. Students will need to be certain to print a copy of the ESP Reference Book and ESP Scoring Guide to use within the final exam. The ESP Scoring Guide will be used to grade the final exam. 

Late Submission of Course Materials:

Weekly Structure:

A class week is defined as the period of time between Monday and Sunday.

Assignments:

Assignments scheduled for completion during a class week MUST be completed by midnight Sunday of the week assigned in order to receive any credit whatsoever. Writing assignments must be completed and successfully submitted to the Discussion thread or Doc Sharing area (as directed). If you ever have problems posting your assignments, contact me immediately by Email or by phone and I’ll get the problem solved.

Spelling and grammar are very important in an online course. What you put into an online course reflects on your level of professionalism. Here are a couple of online references that discuss writing online http://goto.intwg.comand netiquettehttp://www.albion.com/netiquette/corerules.html

Technical Help:

If you experience computer/technical difficulties (e.g. you need help downloading a browser or plug-in, you need help logging into the course, or if you experience any errors or problems while in your online course), please contact the Park Online helpdesk via phone (toll free) at 1-(866) 301-7275 or by email at profhelp@parkonline.org. Help is available 24/7.

Academic Help:

 If you are experiencing any confusion over course material, technical difficulties that are not being resolved and are preventing you from completing your assignments, or general questions about the course, please let me know immediately by phone or by EMail. Avoid "Dropping out" of the course communication or failure to submit assignments due to time constraints, technical problems, or confusion. If you miss class discussion for a week, you MAY not pass the course (my discretion based on past performance), unless you have communicated the nature of your absence (in advance) to me. 

Classroom Rules of Conduct:

Online Participation:

This course is offered online using the eCollege online classroom management platform, which allows you to participate at any time, and from any location. Because of this flexibility, it is important to plan your time carefully.

 

You are expected to sign in to the class (your "virtual classroom") and participate in discussions and other activities at least three times per week (or about every other day). You should expect to spend a minimum of 4 hours per class week online -- the same amount of time you'd spend in the physical classroom so please plan your daily/weekly activities accordingly. You will be sending and receiving Email, performing online research, participating in Web explorations, and interacting socially and professionally with your classmates.

 

Email and Expected Response Time:

You should use Email for private messages to the instructors and/or to your classmates. The privacy of all personal email messages sent between instructors and students will be maintained throughout the course.  The class conference area is to be use for public messages only. Naturally, all of our online communications need to be composed with fairness, honesty and tact. 

 

When composing and sending Email, please identify yourself fully by name and class number (EDE378) in the subject line of the Email. I will usually respond to course-related questions within 24-48 hours. When files are sent attached to an email, the files MUST be in Microsoft Word (.doc or .rtf file types only) or PDF file formats.  Scanned documents or paper copies will not [normally] be accepted.

 

Participation Policy:

You are expected to complete 4 hours per week of conferencing or other appropriate online activities, including sending/receiving Email and navigating and conducting research over the Internet. You must participate in all conference area topics and discussions. Conventions of "online etiquette," which include courtesy to all users, will be observed.

 

You are expected to be proactive, however if you run into a computer-related problem which you cannot solve through your own resources, you may seek assistance through me. Assignment will be given each week, and discussion questions will be presented. You are expected to complete all assignments and actively participate in all weekly online discussions.  Lack of participation in the course for a week may, at my discretion [based on past performance], result in an academic withdrawal from this course.

Course Topic/Dates/Assignments:

 

Course Tour:

To the left you will see buttons Course Home and Weeks 1-8. Under the Course Home button you will find helpful information you should read before starting the course. It is recommended that you print this information. Below is a brief summary of the different sections. Explore these areas to become familiar with the course.

Course Home contains the following:


Calendar - standard eCollege calendar.
Get Help - contains links to the eCollege helpdesk, Park Library, bookstore and online tutoring.
Help and Resources – contains links to technical help and system requirements, ADA accessibility information, Netiquette guidelines, students services and other resources needed when taking online courses.
Course Overview - contains course objectives, policies, grading criteria and descriptions of assignments.
Course Schedule - summary of weekly activities and assignments including due dates.
Instructor's Office – an area to meet your instructor and ask questions.
Introductions - an area to introduce yourself to your classmates.
Virtual Cafe - area for students to discuss non-course topics.



Weeks 1 – 8: Course Schedule

Each week you will find an Overview page (click the Week button to view). Within each week you will have the following sections: Lecture, Pre-Lab Discussion Forum, Readings, Post-Lab Discussion Forum, and Assignment.   Download the following PDF document to find a copy of the course schedule:  Course Timeline

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2009-2010 Undergraduate Catalog Page 92

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2009-2010 Undergraduate Catalog Page 92

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.
ONLINE NOTE: An attendance report of "P" (present) will be recorded for students who have logged in to the Online classroom at least once during each week of the term. Recording of attendance is not equivalent to participation. Participation grades will be assigned by each instructor according to the criteria in the Grading Policy section of the syllabus.

Park University 2009-2010 Undergraduate Catalog Page 95

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .


Attachments:
Course Timeline

Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Evaluation                                                                                                                                                                                                                                                 
Outcomes
MoStep Standards Knowledge Unit Assessment Selection and evaluation                                                                                                                                                                                                                                                                                                                                                                                                                                                  
Science Unit Resources:




1. Effectively gathers and evaluates diverse resources and lessons and adapts these sources in the construction of a science unit.




2. Create appropriate assessment strategies and materials for evaluating the effectiveness of the lessons in the unit.




Unit Assessment Materials and Procedures:




3. Explain in detail how the selected assessments align with learning objectives and outcomes.




4. Clearly explain how the assessment strategies selected are appropriate and will help proficient and struggling learners meet each outcome.




5. Detail strategies for student self -evaluation and the accommodations for special needs students that are specific to the lessons objectives and outcomes




 
Science Unit Resources




1. Gathers and evaluates diverse resources and lessons in the development of a science unit.









2. Develop materials for evaluating the effectiveness of the lessons in the unit.




Unit Assessment Materials and Procedures:









3. Explained how the learning objectives and outcomes are aligned with assessments in four to three of the lessons.









4. The assessment strategies are adequate to evaluate the performance of proficient and struggling learners to meet each outcome.









5. Strategies for student self-evaluation and accommodations for special needs students are listed.




 
Science Unit Resources









1.  Gathered  some resources and lesson for the science unit.









2.  Some evaluation of lesson effectiveness suggested.









Unit Assessment Materials and Procedures




3.  Assessments vaguely aligned to objectives in two of the five required lessons.









4.  Some assessment strategies are suggested for performance but no strategies are included for struggling students who are not meeting the outcomes.









5.  Strategies for student self-evaluation and special needs students are implied in two of the lessons.




 
Science Unit Resources









1 and 2 No evidence of effective evaluation of resources or materials for use in the science unit.









Unit Assessment Materials and Procedures









3 - 5 Assessments strategies and or materials not included in the unit.




 
Synthesis                                                                                                                                                                                                                                                  
Outcomes
1,2,4,5  MoSTEP Performance Standards 1.1.1,1.1.2, 1.1.4, 4.4.1 Unit Development. sections                                                                                                                                                                                                                                                                                                                                                                                                                           
Incorporates the following criteria to create a meaningful science unit:









1.  The unit is an original synthesis with carefully documented resources in the appropriate format.









2.  The work demonstrates creativity and expansion throughout the lessons in the unit and appropriate for curriculum goals that are relevant to the learners.









a. The 17 or more elements listed in the unit requirements are developed thoroughly.









b. The teaching strategies are constructivist, original, demonstrate effective instruction, are well organized, and appropriate for the age or grade level intended.









c. The original author(s) of the lessons included in the unit are identified correctly referenced in APA format.  









d. Artifacts are included, labeled, and are excellent quality.












































 
1.  The unit is an original synthesis with documented resources in the appropriate format.









2.  Most of the lessons demonstrate creativity and expansion.









 a. At least 14 of the listed elements in the unit are well developed.









b. Most of the teaching strategies are original, and organized and appropriate for the age or grade level intended.









c. The original author(s) of the lessons included in the unit are referenced.  









d. Artifacts are included and labeled.










































































 
1.  The unit lacks originality with limited synthesis, but resources are documented.









2.  The unit demonstrates a lack of creativity and expansion in the majority of the lessons.









 a. Ten of the seventeen or more listed elements required in the unit are somewhat developed.









 b. Most of the teaching strategies lack originality, but have some organization. Age or grade level appropriateness is questionable









 c. The original author(s) of the lessons included in the unit are referenced.  









  d.  Artifacts are included but are of poor quality. 
1.  Majority of the unit is copied directly from another author or source. The source or author is not referenced or credited with the work.









a. The unit has 5 or less listed elements.









b. Lacks teaching strategies are missing.









c. The unit is unorganized and not developmentally appropriate for the grade level intended.














 d. Artifacts are missing.



































































































 
Analysis                                                                                                                                                                                                                                                   
Outcomes
2,4 Learning Goals/objectives MoStep Performance Standards 4.4.1, 4.4.2                                                                                                                                                                                                                                                                                                                                                                                                                                              
Selects and creates goals/outcomes for the science unit that are aligned with National and State Standards:









1.  Five or more lessons are aligned with National and State Standards.









2  .Five outcomes /goals for the unit are explained at the beginning of the unit and identified in each related lesson.









3.  The evaluation(s) have the appropriate outcome/goal cited.









4.  Two measurable behavior objectives that include various levels of Bloom's Taxonomy for identified for each lesson.









5.  Objectives are developmentally appropriate for the age group intended 
1.  Five or more lessons are aligned with National and State Standards.









2. Five outcomes /goals for the unit are explained at the beginning of the unit.









3.  One measurable objective that make use of Bloom's Taxonomy for each lesson...









4.  Objectives are developmentally appropriate for the age group intended


















































































































 
1. Four to three of the lessons are aligned with National and State Standards









2.  Four to three outcomes /goals for the unit are listed, but not clearly connected to the specific lessons.









3.  One measurable behavior objective for each lesson.









4.  Some of the objectives are not developmentally appropriate for the age group intended.























































































































 
1. Two or less of the lessons are aligned with National and State Standards.









2. Two or less outcomes /goals for the unit are not listed at the beginning of each lesson.









3. Each lesson does not have a measurable behavior objective lesson.









4.  Objectives are inappropriate for the age group intended 
Concepts Application                                                                                                                                                                                                                                       
Outcomes
1,2,3,4,5,6 Unit lessons Effective Instruction MoSTEP PerformanceStandards 2.2.1,2.2.4,3.1.1,3.1.2, 3.1.3,5.1..1, 5.1.2,                                                                                                                                                                                                                                                                                                                                                                                             
Applies the required criteria to create a constructivist standards based science instructional unit:




1. Construct a neatly organized concept map(based on Missouri GLE's) with directional arrows that show the flow of the ideas and logical connections between concepts and terms.




2. Select a developmentally appropriate science strand to construct a science unit for the grade level intended.




3.  The learning goals/objectives are described, measurable, aligned with Missouri Science Grade Level Expectations.




4. Applies a variety of detailed and creative formative assessments strategies. Summative assessment products are appropriate for the intended grade level (experimental design, portfolio, performance assessment, learning logsā€¦).  




5.  Four or more constructivist lessons that are creative, exciting, motivating and contain the required criteria describe in the syllabus




6.  The Field Trip Lesson Plan demonstrates the 4-e learning cycle, connects to the unit goals, utilizes the diverse community resources to enhance the instruction and contains:.




a. Parent and Principal letters




b. Trip agenda




c. Rationale for the trip. (objectives connection)




d. Trip location the GKC area.




e. Plan has all required elements in the syllabus.




 
1. Organized concept map(based on Missouri GLE's) with directional arrows adequately connect some ideas with concepts and terms.




2. The unit strand mostly developmentally appropriate for the grade level intended.




.




3.  The learning goals/objectives are described, measurable, aligned with Missouri Science Grade Level Expectations.









4. Adequate formative and summative assessments are included for the each lesson.









5.  Three of the lessons are constructivist lessons that are creative and contain the required criteria describe in the syllabus









6.  The Field Trip Lesson Plan connects to the curriculum goals in the unit by utilizing the diverse community resources to enhance the instruction. The plan contains most of the required elements described in the syllabus.




 
1. Concept map does not show the flow of the ideas or logical connections between words and terms.









2. The unit strand is not developmentally appropriate for the grade level intended. instruction procedures.









3.  Several of the learning goals/objectives are not measurable or aligned with Missouri Science Grade Level Expectations.









4. Assessments are not included with the lessons or are not appropriate.









5.  One lesson plan is  constructivist and  contains the required criteria describe in the syllabus.









6.  A Field Trip Lesson Plan is included but does not include most of the required elements listed in the syllabus.




 
Concept map missing.









Alignment with the with the Missouri GLE"S missing









Unit is not developmentally appropriate for the indicated grade level.









Lesson plans lack:




Standards









Required elements listed in the syllabus.









Clarity of procedures for instruction and are not constructivist.  









Lessons are copied directly from internet or other sources.









Proper format (4-E lesson components)









Formative and summative assessments.









Field trip plan not included.




 
Content of  Unit Communication                                                                                                                                                                                                                             
Outcomes
1, 2,3, 4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
1. Concept map logical organized, with directional arrows, and error free.




2.  Scientific inquiry processes are presented so that children are discovering the concepts through exploration and experimentation.




3.  Required lessons (5) are communicated in the 4-e learning cycle format.




4.  All synthesized work referenced in APA format..




5. Written instructions and expectations are precisely communicated.




6.  Classroom safety described and logical.




7. Activity sheets and other assessment tools are high quality and error free.




 
1. Concept map organized and error free.




2.  Scientific inquiry processes are adequate for teaching concepts through exploration and experimentation.




3.  Required lessons (5) are communicated in the 4-e learning cycle format.




4.  All synthesized work referenced in APA format..




5. Written instructions and expectations are communicated.




6. Classroom safety discussed.




7. Activity sheets and other assessment tools are of adequate quality and error free.









 
1. Concept map un-organized contains some error.




2.  Scientific inquiry processes vaguely presented.  Very traditional approach with few hands on opportunities for children.




3.  Required lessons have elements of  the 4-e learning cycle missing.




4.  Synthesized work not correctly referenced.




5. Written instructions confusing and contains error.




6. Classroom safety ignored.




7. Activity sheets and other assessment tools poor with error.




 
1. Concept map poor quality or missing




2.  Scientific inquiry processes missing.




3.  Required lessons missing learning cycle.




4.  References missing




5. Written instructions poorly communicated.




6. Classroom safety ignored




7. Activity sheets and other assessment tools poor quality many errors.




 
Technical Skill in Communicating                                                                                                                                                                                                                           
Outcomes
1,2,3,5,6                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
Well written science unit, free of grammatical and typographic errors. All required components are included and clearly identified.




1. Cover page/references




2.MLO/GLE/outcomes/objectives




3.  Concept map




4.  Blooms Level




5.  Five constructivist lesson plans (4-e learning cycle).




6.  Assessment strategy




7.  Essential vocabulary




8.  Children's literature.




9. Integration with other disciplines.




10.  Science safety planned in unit.




 
There are a few minor grammatical or typographic errors.




All of the required components are included and identified.









 
Unit lacks proof reading.




Three of the required components are missing or not identified.









 
Poorly written with many grammatical errors.




Four or more of the required components are missing or not identified.




 
Science Literacy                                                                                                                                                                                                                                           
Outcomes
MoSTEP 1.2.1.1; 1.2.1.2 Unifying Concepts and Processes SSC: 1.2;CR Gen Ed; ACEI: Standard 2b.NSTA Standard 1NSES: UCP-1-5)(1.1 systems, order, and organization; 1.2 evidence, models, and explanation; 1.3 change constancy, and measurement; 1.4 evolution and equilibrium; 1.5 form and function.)                                                                                                                                                                                                               
1 .  High quality application of the unifying concepts and processes are easily identifiable in each required lessons in the unit.  




2. Science knowledge and processes are clearly described in each of the required lessons in the unit.  




3. Excellent strategies for teaching the major science concepts and principles are relevant to the theme and how students learn. The is scientific information included in the strategies accurate and developmentally appropriate for the intended grade level




 
1. The unifying concepts and processes are identified in each required lesson in the unit.  




2. Science knowledge and processes are described in most of the required lessons in the unit.  




3.  Strategies for teaching the major science concepts and principles related to the theme included. The information included in the strategies is scientifically accurate and developmentally appropriate




 
1. Some reference to the unifying concepts and processes with minimal application in the lessons.




2.  Science knowledge and processes are listed.




3.  Strategies for teaching the major science concepts and principles are not developed or are not grade level appropriate




 
1. Did not apply or reference the unifying concepts and processes in the unit.  









 
Science As Inquiry                                                                                                                                                                                                                                         
Outcomes
SSC: 1.1,1.4; CR SSC: 1.2;CR Gen Ed; ACEI: Standard 2b.NSTA Standard 3 NSES: e-A1, A2;S7; ETS 0011: 111. 3- 4)                                                                                                                                                                                                                                                                                                                                                                                                       
1.  Required lessons provided opportunities for students to participate in scientific inquiry as a result of the lessons and experiences designed in the unit.




2.  Planned expansion of the lessons lead to students (a) asking questions that lead to investigations; (b) use of appropriate tools to gather data appropriate to the investigation; (c) develop descriptions, explanations, predictions and models; (d) think critically /logically using the data to explain results of observations/experimental results, draw conclusions.




 
1. The required lessons provided some opportunities for students to participate in scientific inquiry as a result of the lessons and experiences designed in the unit 1. Opportunities for students to participate in scientific inquiry are vaguely alluded to but not described. 1. Opportunities were not developed the unit to involve children in scientific inquiry. 
Instructional Strategies                                                                                                                                                                                                                                   
Outcomes
Outcomes 1-6--Common Core: (1997  SSC: 4.1-4; 2002 CEC: CC4S1-6; CR: III A-C;--Praxis: see designated test on category-specific competencies docs) Cross-CAT: (1997 SSC: 4.1-7, 5.4, 5.5; 2002 CEC: GC4K1-7, GC4S1-16; CR: III A-C; Praxis 0353: I-C, II-A, II-C; 0542: II-A,C,D)                                                                                                                                                                                                                                    
Required lessons provide strategies to teach individuals how to use self-assessment, problem solving and other cognitive strategies to meet their needs. ----Required lessons involve the selection, adaptation, and use of research-based instructional strategies and materials based on the learning needs of the student.----Required lessons utilize procedures to increase the individual's self-awareness, self-management, self-control, self-reliance, and self-esteem. The required lessons provided some strategies to teach individuals how to use self-assessment, problem solving and other cognitive strategies to meet their needs. Strategies to teach individuals how to use self-assessment, problem solving and other cognitive strategies to meet their needs are vaguely alluded to but not described. Strategies to teach individuals how to use self-assessment, problem solving and other cognitive strategies to meet their needs were not developed in the unit. 

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Last Updated:5/13/2010 5:16:26 PM