For this benchmark, you will complete and revise the “Science Unit Plan” template, integrated with health and activity, (fitness, body, physical, emotional, motor skills) and aligned to state content standards, based on feedback from your instructor. The “Science Unit Plan” template includes developed lesson titles, summary and rationale, learning objectives, standards, instructional strategies, differentiation, materials, resources, and technology for five lessons that includes a minimum of two of the following content disciplines:
Part 1: Assessments
The final part of the “Science Unit Plan” is to include formative evidence-based assessment strategies to gauge student learning for each individual lesson.
Using the “Class Profile,” develop an end-of-unit summative assessment and
The completion of your “Science Unit Plan” should fulfill all requirements of the unit plan and considerations for the successful instruction of each lesson.
Ensure that your unit plan includes:
Part 2: Reflection
In 250-500 words, summarize and reflect on the process of creating a cohesive, weeklong unit plan that successfully incorporates multiple areas of science integrated with health. What strategies can you use to create opportunities to promote health education that positively contributes to a good quality of life for students? Why is this important? How can this be incorporated into your future classroom?
Support your findings with a minimum of three scholarly resources.
Prepare this assignment according to the guidelines found in the APA Style Guide, 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.
Program competencies and national standards assessed in the benchmark assignment:
2.2: Use fundamental concepts of physical, life, and earth/space sciences to design and implement age-appropriate lessons, centered on the principles of scientific inquiry, to build student understanding for personal and social applications, and to convey the nature of science. [ACEI 2.2; InTASC 4(a), 4(f), 4(g), 5(c), 5(h); MC2]
2.6: Use the major concepts in the subject matter of health education to create opportunities for student development and practice of skills that contribute to good health. [ACEI 2.6; InTASC 5(j); MC2]
2.7: Use instructional strategies that promote, as appropriate to their own understanding and skills, human movement and physical activity as central elements to foster active, healthy life styles, and enhanced quality of life for elementary students. [ACEI 2.7; InTASC 5(j); ISTE-T 2a]