Unit Plan Performance Rubric

            Specific criteria for this assignment will be forthcoming.

10/10                Student Choice – Professional Development

            Students must select two of the following activities to complete.  These must be completed prior to the second half practicum experience.  When deciding what to do, keep in mind what will truly be of most benefit to you!

A.  Clean, organize, inventory and maintain the Science Resource Center and Methods Classroom, CPS 205 and 206.  Two students may assist the work study in charge of the SRC to streamline the usefulness of equipment and resources found in CPS 205 and 206.  In addition to creating a more productive center students will create an Elementary Teacher’s Guide to Science Materials Manual to be shared with Ed 325 students.  Reasonable expectations and manual details will be negotiated with Dr. Cook.

B.  Field Trip Plan.  Develop a plan for a class field trip to the Downtown Central Wisconsin Children’s Museum, the UWSP Museum of Natural History or any other appropriate location for teaching and learning science.  Think of unique opportunities to learn science concepts while utilizing process skills being learned in class.  Include objectives, relevance to classroom work, grade level, logistical considerations, parental permission forms, at least three student activities, and follow-up.  Follow general field trip lesson plan (pre/during/post) formats.

C.  Interview on Science Ideas.  You will interview a child of your choice on his/her ideas about an everyday science experience: rain, plants, stars, magnets, animals, light, electricity, etc.  Plan to have props/hands-on materials for your interview so the child has something to touch or look at.  Your purpose will be to probe their thinking in a non-threatening way by continuing to ask them what they know and why they think the way they do.  Prepare a written summary and analysis of the child's thoughts, your reflections on the child's responses in terms of implications for classroom instruction and a brief presentation of your findings to be given to this class.  Your written summary should include a list of materials used in the interview, a list of possible questions prepared prior to the interview, an analysis of the child's scientific understandings and your personal reflections on how this analysis would drive your instruction and curricular decision making.

D.    Professional Development.  Attend a professional science conference or workshop.  Dates and times

of some possible events will be announced in class.  Submit a two-page summary of your experience including the title of the conference, sponsoring organization, workshops attended, presenter's name and a rough outline of the presentation.  Attach copies of any handouts received in the sessions.  Professional journals and newsletters often list scheduled conferences.  PRIOR APPROVAL REQUIRED for this option.

E.  Set up and maintain a terrarium or freshwater aquarium in this classroom (or at home) or set up a chick incubator and hatch chicks in class.  You should:

1.  Collect information on how to prepare and maintain the center, where and how to collect specimens, as well as safety and ethical concerns related to having plants and animals in the classroom  (I'll provide you with sources to use).  Plan for what you will do with terrarium, aquarium or chicks when task is completed.

            2.  Construct at least one activity you would have children participate in (two pages                                     each).  Each activity should include learning objectives, science concepts and/or                                   processes being explored, materials list and description of the activity itself.

            PARTNERS are strongly encouraged for this student choice.

3.  Empty, clean, rebuild, restock and maintain Room 206 classroom aquarium.  Dr. Cook will pay for materials and assist in decision making.  This project is open to two students who must work together and write up a practical classroom aquarium manual for teachers.  A lesson plan with 2 or 3 activities for fish, water studies, carrying capacity, general ichthyology, etc. must be included.

F.  Instructional Technology Project.  Using available technology resources, develop a technology based module on an elementary science topic.  Possible projects include developing a complete and robust webquest that includes assessment; designing a MOODLE project for elementary students; designing a SMARTBOARD presentation; developing a set of PODCASTS with teacher and student participation; create a VERNIER probe lab for a science class; develop a set of science demo’s and video tape using digital camera for classroom use.  Each of these technology based projects must start with a written proposal to Dr. Cook.   PRIOR APPROVAL REQUIRED for this option.

G.  If you have other ideas or activities you feel would be more beneficial to your development as a science educator please make an appointment with me to discuss your idea with me.  For example, gathering of elementary science activities and writing brief plans for their use might be extremely pragmatic!  However, please don’t assume an alternative activity will be accepted without prior approval.

10         Participation

            Your active participation is a crucial aspect of this course.  If you do not regularly attend class or visit your elementary school, you will be unable to share in the many activities and experiences that will be undertaken during this semester.  Remember that school administrators are seldom understanding of unexcused absences or chronic lateness.  Now is the time in your professional development to work on your attendance and promptness.  Participation and class activities CANNOT be made up and NO extra credit/supplementary work will be provided.  In case of an emergency, which will require you to be absent from class, call me at my office or leave a voice mail.  Lack of attendance and therefore, participation, will result in a five (5) point reduction in your participation grade.  No late work will be accepted.

NOTE:  Attendance requirements for the practicum experience at a local field site must be met.  Students who meet the on campus expectations for this class yet exhibit excessive tardiness, unexcused absences, poor or unsatisfactory performance in their practicum field experience with respect to the Wisconsin Teacher Standards will receive one of the following:

A.  a failing grade in this class with or without the option of repeating the entire experience,

B.  an incomplete grade earned in this class, the disqualification of student teaching the following semester and the requirement of successfully completing an additional practicum experience prior to student teaching.  The field experiences office will coordinate this placement.

Course Format  

This course is divided into three distinct sections.  The first five weeks will include an introduction to elementary science topics such as The Nature of Science, Science Learning, Science Resources, Field Trips, and Science Teaching.  The final three weeks will consist primarily of student led science activities that provide an overview of a variety of elementary science concepts and instructional approaches.  The last seven weeks will include the practicum field experience at a local elementary school.

 Grading Scale  

Points    Grade

Important Dates for Assignments                                                                     WTS Applicability

__________ 15              Science Discovery Learning Center                                  1,3,4,6,7,8,9

__________ 15/10          Science Activities Resource File/Microteaching                1,3,4,6,7,8,9

__________ 30              Integrated  UbD  Unit Plan                                              1,3,4,5,6,7,8

__________ 10/10          Student Choice                                                              Variable

__________ 10              Participation                                                                  All

Education 325 – Dr. Cook

Science Discovery Learning Center Planning Sheet

Description

In groups of 2-3 you must plan, construct and display an interactive Science Discovery Learning Center that depicts a specific scientific topic.  The scientific topic may be as narrow as a single concept or as broad as a bridging theme (i.e. primary colors to the visible spectrum of energy).  Keep in mind these are different from bulletin boards  -  they do generally involve manipulatives beyond a visually, aesthetically pleasing bulletin board.  The central objective of a Science Discovery Learning Center is to engage students in learning about a topic.  They should be informative and interactive in nature.  Multiple, real world opportunities exist for you to present your SDLC’s in a professional setting, perhaps during your field experience.

Evaluation Criteria

Your Science Discovery Learning Center will be evaluated on several criteria.  Prior to constructing your center you should develop a Science Discovery Learning Center Planning Blueprint that shows a drawing of what you want the layout of the finished product to look like.  This simple blueprint, a list of materials, sources of information and any additional insights (i.e. the grade levels the center is appropriate for, etc.) should be included in the Science Discovery Learning Center Folder you and your partner hand in on the completion date.  Also, please include any materials you developed for your SDLC such as activity write ups, lesson plans, recipes for experiment materials, etc.  No more than $40 should be spent on the entire project.  Boards must be permanent but portable.  Preprinted, professional posters and materials will not be accepted.  Each of the submitting students will receive the same point grade for this project so please work together and assign the work equitably.  Grades for the Science Discovery Learning Center project will be based on the following:

Folder information

Informative, Accurate Content

Fun

Visually stimulating

Interactivity

Creativity

Originality

Neatness/format

Appropriate level

Each Science Discovery Learning Center Project will be carefully assessed.  An evaluation sheet will be completed by the instructor and placed in each folder to be returned to you.  The instructor may ask you to permanently donate your Science Discovery Learning Center to the science education resource room.

Education 325  -  Science Discovery Learning Center Project Evaluation Sheet

Student Self-Assessment Rubric

Names: ___________________________________

            ___________________________________

            ___________________________________

Issue/item                                                                     Points

Folder information (2)                                                      _____

Informative, Accurate Content (3)                                     _____

Interactivity (3)                                                               _____

Visually stimulating / Fun (2)                                           _____

Creativity / Originality (2)                                                 _____

Neatness / format (2)                                                      _____

Appropriate level (1)                                                        _____

                                                                        Total:    _____

SDLC Title:_______________________________________________________                                          

Your Comments (please include strengths and weaknesses):

Dr. Cook's assessment:

Final Point Total:_____

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