Part 1 Allocate at least 5 hours in the field to support this assignment. While your mentor teacher is working with the rest of the class, engage with the small group of students identified in Topic 2 on a science lesson or activity. Use your differentiated and engagement strategies where you see fit. After the science lesson or activity, in 250-500 words, summarize and reflect upon your experiences being sure to: • Describe your initial conversation with the mentor teacher, including how the small group was chosen. • Describe each differentiation and engagement strategy you planned, explaining your choices in relation to the needs of students within the small group. • Reflect upon your experience using the identified strategies with the small group during the science lesson or activity. • Explain how you will use your findings in your future professional practice In addition to the above activity and reflection, speak with your mentor teacher about assisting during another upcoming lesson to help you prepare for the Topic 4 assignment. This lesson should be an engineering or STEM lesson or activity. With your mentor teacher, decide if you will target the same small group of students or select a new group of students who would benefit from differentiation and engagement strategies during the upcoming engineering or STEM lesson or activity. Once you have identified the lesson and group you will be assisting, continue to work with your mentor teacher on the following: • Identify areas of strengths and potential improvement for the small group. • Identify which state standards and learning objectives the lesson focuses on. • Based on the lesson and the groups characteristics, develop and share with your mentor teacher two differentiation and engagement strategies to utilize during the upcoming lesson or activity, making adjustments where needed. • Prepare to utilize the identified strategies with the small group during the agreed upon science lesson or activity. Spend any remaining field experience hours for this topic observing and/or assisting your mentor teacher with instructional tasks in the classroom. APA format is not required, but solid academic writing is expected. This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance. Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form. Submit the Clinical Field Experience Verification Form in LoudCloud in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center. PART 2 This science lesson plan uses a different template which is attached to this email One of the most important goals of education is to teach students to think. Science contributes to this goal with its emphasis on hypothesizing, thinking about the physical world, and reasoning from observations and data. The term science process skills is commonly used to describe such processes and is reflective of the behavior of scientists. Using the same K-3 grade level as you did in the previous topic, develop a science lesson plan by selecting a standard and learning outcomes from your state’s science standards for that grade level. Use the “Class Profile” and the “5E Lesson Plan Template,” to complete this assignment. As appropriate, incorporate concepts that you discussed with your mentor teacher during the field experience for this topic. Your lesson plan should be completed in its entirety, with a focus on: Problem solving or reasoning techniques. • • Hands-on math and inquiry-based science activities. • Inquiry-based learning for integrating cross-disciplinary skills and developing meaningful science learning progressions. • Central concepts and structures of the field, based on science standards. • Incorporating communication skills into the thinking process. APA style is not required, solid academic writing is expected. This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance. NOTES FROM PROFESSOR: PLEASE READ Clinical Field Experience B: Science Lessons You will work with students on a Science activity for this field experience. After the activity, the assignment identifies questions for you to reflect on. Identification of the small group, differentiation, strategies, and connection to future practice are addressed in your written summary. There is no need to videotape this activity or get mentor feedback. If possible, discuss the questions identified for next week’s lesson with your mentor. The first option is you can describe a small group of students that your mentor identified for you. See alternatives below. Offer to give a copy of this field experience assignment to your mentor and get feedback because five hours for this assignment will be included on the end of course verification form that your mentor will sign. Review the grading rubric and address all components. Resources Linder, S.M., Powers-Costello, B. & Stegelin, D.A. (2011). Mathematics in early childhood: Research-Based rationale and practical strategies. Early Childhood Educ J, 39, 29–37. http://gddb.edu.vn/tai-tu-lieu/document18320c2f71b31b1581d2fe668754d733.pdf Tate, M. (2009). Workshops: Extend learning beyond your presentation with these brain-friendly strategies. Journal of Staff Development, 30. These are two resources for strategies. The second resource is available in GCU’s library system. If you cannot find it, let me know and I will send it to you. I learned so much from Marica Tate in-services. This was the only free resource from her that I could find. It is geared for teachers, adult learners, but it teaches teachers how to teach children. The most useful part is the table that identifies the 20 brain strategies. Technical Education Research Centers.(TERC). (2020). Integrating computational thinking into the Insights Elementary Science Curriculum. https://stemforall2020.videohall.com/presentations/1781 This resource is another good source from TERC (2020). Differentiation and strategies are also offered throughout Charlesworth (2015). Technical Education Research Centers.(TERC). (2020). Feeling connected to others can improve STEM engagement. https://stemforall2020.videohall.com/presentations/1859 Every now and then we get a good freebie. This short video explains an interesting study and supports the use of cooperative learning strategies. There are two teacher friendly handouts in the resource section. Alternative: The first option is you can describe a small group of students that your mentor identified for you. If you do not have a group your mentor identified for you, choose one of the following to describe: (a) a student or students you are able to work with, (b) a group of learners you have previously worked with, or (c) a hypothetical group of students that includes students with a Specific Learning Disability, Autism, and Emotional Disturbance. The needs of student(s) in the selected group should be described well to justify the appropriateness of strategies. The first choice is you are able to give a lesson to student(s) or work with students on lesson plan activities. If you were not able to work with students and cannot describe your experience using identified strategies with the small group during the science lesson or activity, (a) describe lesson activities chronologically-start to finish- and consider whether more time or less time is needed for activities, (b) describe how a progression of gradual release ( i.e., I Do, We Do, You Do) was addressed in the lesson plan to promote independence, (c) describe the multi-sensory and alternative methods of representation that were identified in the lesson plan, (d) describe how technology was identified to engage students in the lesson plan, (e) describe how a progression of concreteness was identified in the lesson (e.g., blocks to drawing for one to one correspondence), (f) describe at what point in the lesson plan the identified strategies are used, and (g) describe how differentiation was used in action/expression to assess the lesson objective. GCU College of Education 5E LESSON PLAN TEMPLATE Revised 1-5-2016 Teacher Candidate: Grade Level: Date: Unit/Subject: Instructional Plan Title I. PLANNING Lesson Summary and Focus: Instructional Materials, Equipment, and Technology: Classroom and Student Factors: In a few sentences, summarize this lesson, identifying the central focus based on the content/skills you are teaching. Clarify where this lesson falls within a unit of study. List ALL materials, equipment, and technology the teacher and students will use during the lesson. Add or attach copies of ALL printed and online materials at the end of this template. Be sure to address how you will teach the students to use the technology in Section II. INSTRUCTION. Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, non-labeled challenged students), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. National / Identify the relevant grade level standards, including the strand, cluster, and standards by number State Learning and its text. Standards: Specific Learning Targets/Objectives: Specify exactly what the students will be able to do after the standards-based lesson. Lesson Focus Question: Write a question which is aligned to the learning target and which demonstrates the overall “big idea” students should learn through this lesson. Academic Language: Key Vocabulary: Include the content-specific terms you need to teach and their meanings according to this lesson. Summative Assessment: Include details of any summative assessment as applicable. Explain how the summative assessment measures the learning targets/objectives. Instruction Describe instructional differentiation strategies to be used throughout the lesson to enhance instruction and Instruction and Development: Include instructional strategies for teaching the selected academic vocabulary terms, as well as vocabulary development activities to allow students to practice and apply the terms. Differentiation Strategies Activities Describe instructional differentiation strategies to be used throughout the lesson to scaffold learning and engage all students. Assessment Describe differentiation strategies for formative and summative assessments to allow all students to © 2017. Grand Canyon University. All Rights Reserved. make the content comprehensible for all students. demonstrate what they know or have learned. II. INSTRUCTION The 5Es Engage Explore Explain Elaborate Evaluate Probing Questions Designed to help students understand the learning task Develop a few questions which help students and make connections to past and present learning access prior knowledge and get them thinking experiences. It should stimulate interest and prompt about the big idea of the lesson. students to identify their own questions about the topic. Typical activities in this stage include posing a question, defining a problem, or demonstrating a discrepant event, then using small group discussions to stimulate and share ideas. Instructors help students connect previous knowledge to the new concepts introduced in the unit. Students have the opportunity to get directly involved Develop a few probing questions which help with key concepts through guided exploration of students move towards mastery of the learning information. They begin identifying patterns and make target and promote critical thinking and connections to other disciplines. Frequently, students inquiry-based learning. will diverge from the slated activity to explore their own questions, continually building on their knowledge base. In this stage, instructors observe and listen to students as they interact with each other and the information provided. Probing questions help students clarify their understanding and redirect their investigations when necessary. Activity: Students are introduced more formally to the Develop a few questions for class discussion lesson’s concepts. Through readings and discussions, which help students work through students gain understanding of the major concepts and misconceptions, gain a deeper understanding can verify answers to questions or problems posed of the content, and move students toward earlier. In addition, more abstract concepts not easily mastery of the learning target. explored in earlier activities are introduced and explained. As students formulate new ideas, appropriate vocabulary can be introduced. Activity: Students expand on what they have learned Develop a few questions, aligned to the and apply their newfound knowledge to a different learning target, which allow students to apply situation. They test ideas more thoroughly and explore new knowledge in a different context. Include additional relationships. the focus question here. Closure: Providing closure to the lesson and verifying student understanding is critical at this point. Formative Assessment: The instructor continually observes students’ learning to monitor their progress using questioning techniques and discussions. More formal evaluation - traditional assessments in the form of quizzes and alternative assessments such as concept maps, summary projects or reports - can be conducted at this stage. The assessment should be aligned with the content of the learning experience. © 2017. Grand Canyon University. All Rights Reserved. Brittany No Danielle No Diana Yes De’Jenae No Eduardo Yes Emmy No Enrique No Hispanic Male No Peanut allergy 5 Med No Asian Female No None 5 Low Yes White Female No 5.5 Med Yes White Female No None 5 Low No White Female No None 5 Med Yes White Female No Visually Impaired 5 Low No African American Female No Hearing Aids 6 Med Yes Hispanic Male No 1 of 6 children 5 Low No White Female No None 5 Low Yes Hispanic Male No None 5.5 Low No Able to read at 2nd grade level © 2017. Grand Canyon University. All Rights Reserved Internet Available at Home Parental Involvement No Age Bethany Medical/Other No IFSP/IEP/504 Allie Low SES Low SES Mid SES Low SES Mid SES Low SES Mid SES Low SES Mid SES Low SES Gender Yes Ethnicity Antonio Socioeconomic Status English Language Learner Student Name Class Profile No Isis No Jackie No Kenny No Lisa No Marisol No Mason No Natalie No Noah No Shirley No Mid SES Mid SES Low SES Low SES Mid SES Mid SES White Female No Diabetic 5 Low Yes White Female No None 5 High No White Male IFSP Traumatic Brain Injury 5 White Male No Early Entrance 4.5 Asian Female IFSP ASD 5.5 Low No African American Female No None 5 High Yes White Male IFSP Emotionally Disabled 5 Med Yes Native American/ Pacific Islander Female No None 5 Med Yes Hispanic Female No Hypothyroidism 5 Low Yes White Male No None 6 Med Yes White Female No None 6 Med Yes White Male No None 5 Med Yes White Female No None 5 Med Med © 2017. Grand Canyon University. All Rights Reserved Very High Very High Internet Available at Home Parental Involvement Gavin Age No Medical/Other Frankie IFSP/IEP/504 No Gender Francesca Low SES Low SES Low SES High SES Low SES Mid SES High SES Ethnicity Yes Socioeconomic Status English Language Learner Student Name Fatima No Yes No Wayne No William No Yung No Female No None White Male No Allergic to citrus 5 White Male No None White Male No None White Male IFSP African American Male IFSP Asian Male No Intellectually Disabled Learning Disability None © 2017. Grand Canyon University. All Rights Reserved 5 Med Yes Med Yes 5 Med Yes 5 Med Yes 6 High Yes 5.5 Med Yes 5 Low Yes Internet Available at Home Parental Involvement Wyatt White Age No Medical/Other Terry IFSP/IEP/504 No Gender Stuart Mid SES Mid SES Mid SES Mid SES High SES Mid SES Mid SES Ethnicity No Socioeconomic Status English Language Learner Student Name Sophia Course Code ECS-585 Class Code ECS-585-O501 Criteria Criteria Percentage 100.0% Science Content Lesson Plan 25.0% Lesson Plan 5E Components 25.0% Communicating Thinking 20.0% Complete Lesson Plan Template 20.0% Mechanics 10.0% Total Weightage 100% Assignment Title Science Lesson Plan No Submission (0.00%) Not addressed. Not addressed. Not addressed. Not addressed. Not addressed. Total Points 50.0 Insufficient (69.00%) Lesson plan insufficiently addresses the promotion of problem solving or reasoning into the instruction. Technology is not related to instruction or is developmentally inappropriate. The lesson plan is missing or has insufficiently addressed many of the required 5E components. The activities are developmentally inappropriate or incomplete. Lesson plan strategies are inadequate or inappropriate for the students to communicate their thoughts. The lesson plan is either not complete, developmentally inappropriate, and/or is not in alignment. The lesson plan contains inappropriate, incoherent language and/or sentence structures. Approaching (74.00%) Lesson plan minimally addresses problem solving or reasoning in the instruction, or is far too complex. Technology use is present, but not fully incorporated into the lesson. The lesson plan consists of most of the 5E (engage, explore, explain, elaborate, evaluate) components. Instructional details are underdeveloped for teaching, or are overly complex. Instruction and activities do not fully promote inquiry-based learning. Lesson plan provides either overly simplistic or overly complex strategies for the students to communicate their thinking. The lesson plan is complete, but some areas are not fully developed. Needs of the students do not appear central to the plan. Learning progressions should be more evident. Some alignment is present. The lesson plan contains mechanical and conventional errors or non-relevant language that affects meaning and clarity. Acceptable (87.00%) Lesson plan clearly addresses problem solving or reasoning in the instruction. Appropriately uses technology to engage students and enhance instruction The lesson plan consists of all 5E (engage, explore, explain, elaborate, evaluate) components. The instruction and activities are appropriate and clearly promote inquiry-based learning. Lesson plan clearly provides how the students will communicate their thinking. The lesson plan is complete and developmentally appropriate, includes general learning progressions, with clear alignment from beginning to end. The lesson plan has a few mechanical and conventional errors present that do not significantly affect meaning or clarity. Word choice reflects basic, consistent, appropriate use of practice and topic-related language. Target (100.00%) Lesson plan skillfully and concisely addresses science concepts and incorporates problem solving or reasoning into the instruction. Thoughtfully uses technology to engage students and enhance instruction All 5E (engage, explore, explain, elaborate, evaluate) lesson plan components are addressed. The instruction and activities clearly promote critical-thinking and problem-solving skills, as well as create an atmosphere of learning through inquiry. The descriptions for each component are substantive. Lesson plan skillfully and concisely provides how the students will communicate their thinking. The lesson plan is comprehensive, well-crafted for the students, fully incorporates meaningful learning progressions, and is thoroughly aligned. The lesson plan is free of mechanical and conventional errors. Word choice reflects well-developed use of practice and topicrelated language. Comments Points Earned Course Code ECS-585 Class Code ECS-585-O501 Criteria Criteria Percentage 100.0% Identification of Small Group 20.0% Differentiation 20.0% Strategies 20.0% Future Professional Practice 20.0% Mechanics (spelling, punctuation, grammar, and language use) 10.0% Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 10.0% Total Weightage 100% Assignment Title Clinical Field Experience B: Science Lessons No Submission (0.00%) Not addressed. Not addressed. Not addressed. Not addressed. Not addressed. Not addressed. Total Points 50.0 Insufficient (69.00%) Reflection is incomplete or inadequately describes how the mentor teacher identified the small group chosen for you to work with. Reflection is incomplete or inadequately describes the differentiation and engagement strategies used in relation to the needs of the students you worked with. Reflection is incomplete or inadequately describes your experience using the identified strategies with the small group during the science lesson or activity. Applications to future practice are incomplete or unrelated to what was described in the summary. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. Documentation of sources is inconsistent and/or incorrect, as appropriate to assignment and style, with numerous formatting errors. Approaching (74.00%) Reflection is basic and broadly discusses how the mentor teacher identified the small group chosen for you to work with. Reflection is basic and broadly describes the differentiation and engagement strategies used in relation to the needs of the students you worked with. Reflection is basic and broadly describes your experience using the identified strategies with the small group during the science lesson or activity. Applications to future practice are unrealistic or underdeveloped. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language or word choice may be present. Sentence structure may not be varied. Sources are documented, as appropriate to assignment and style, although some formatting errors are present. Acceptable (87.00%) Reflection clearly discusses how the mentor teacher identified the small group chosen for you to work with. Reflection clearly describes the differentiation and engagement strategies used in relation to the needs of the students you worked with. Reflection clearly describes your experience using the identified strategies with the small group during the science lesson or activity. Applications to future practice are basic, useful, and appropriate for students. The 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 contentrelated language. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Target (100.00%) Reflection skillfully and concisely discusses how the mentor teacher identified the small group chosen for you to work with. Reflection skillfully and concisely describes the differentiation and engagement strategies used in relation to the needs of the students you worked with. Reflection skillfully and concisely describes your experience using the identified strategies with the small group during the science lesson or activity. Conclusions and applications to future practice are insightful, realistic, and clearly consider the needs of students. The submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and contentrelated language. Sentence structures are varied and engaging. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. Comments Points Earned
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