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0 points
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1 point
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2 points
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3 points
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Knowledge of Learners
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Diversity and gender
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Use of gender-unfriendly or racist
teaching strategies or resources
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No consideration of gender-friendly or
multicultural teaching strategies and resources
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Gender-friendly or multicultural,
antiracist, teaching strategies and resources utilized
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Both Gender-friendly and
multicultural, antiracist teaching strategies and resources utilized
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Students with special needs
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Little to no consideration given to
students with special needs.
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Inadequate description of how to deal
with students with special needs.
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Thorough description of how students
with particular disabilities will be accommodated, including hands-on
and laboratory activities
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Acceptable plus detailed description
that clearly demonstrates an understanding of how to adapt hands-on,
inquiry science activities for students with special needs.
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Alternative conceptions
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No consideration for alternative
conceptions.
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Lists only a few possible students'
alternative conceptions. Does not include
strategies to determine students’ alternative conceptions.
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Lists a wide variety of preconceptions
and misconceptions that students may hold in relation to subject matter
of unit. Includes strategies to uncover
alternative conceptions
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Acceptable, plus has incorporated
specific activities that are designed to correct specific alternative
conceptions.
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Knowledge of subject matter
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Presents science accurately to
students and in sufficient depth in teacher background sections
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Numerous and serious errors in science
content. Very little science background
for the teacher.
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Few minor errors in science content.
Barely sufficient science background for the teacher.
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No errors in science content. Sufficient science background for the teacher.
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Extensive and accurate science content
presented in the teacher background sections of lesson plans
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Major concepts, principles, theories,
and laws
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Makes serious errors and does not
demonstrate understanding of any of the relevant major concepts,
principles, theories and laws
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Makes a few minor errors and does not
demonstrate understanding of most of the relevant major concepts,
principles, theories and laws
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Demonstrates understanding of most of
the relevant major concepts, principles, theories and laws
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Demonstrates thorough and complete
understanding of relevant major concepts, principles, theories and laws
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Social context of science, real life
applications of science
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No consideration for the social
context of science.
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Provides only a very limited
consideration for the importance of the subject matter for the
students.
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Explains how unit content will relate
science to students’ lives. Incorporates
at least one of the following: 1) the relationship between science,
technology and society, 2) ethical issues and science, 3) the
relationship between personal, cultural and social values and science
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Incorporates all of the following: 1)
the relationship between science, technology and society, 2) ethical
issues and science, 3) the relationship between personal, cultural and
social values and science, 4) benefits and
negative effects of science on society
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Applications of science in the
community
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No inclusion of any activities related
to science in the community
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One lesson involves an activity
related to applications of science in the community
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At least two lessons involve
activities related to applications of science in the community
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Multiple activities are related to
applications of science in the community
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Unifying concepts, themes of science
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Does not include unifying concepts or
themes
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Includes an incomplete or incorrect
attempt at utilizing a unifying concept or theme
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Successfully incorporates one relevant
unifying concept or theme
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Successfully incorporates more than
one relevant unifying concept or theme
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Planning
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Safety
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Little to no consideration given to
safety concerns.
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Safety concerns addressed, but
important considerations left out.
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Brief summary of safety concerns
related to subject matter of unit
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Unit and lesson outcomes are
aligned with local, state and National Science Education Standards
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Does not include mention of any
science education standards.
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Few unit and lesson objectives are
correctly aligned to local, state, and National Science Education
Standards
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Most unit and lesson objectives are
correctly aligned to local, state, and National Science Education
Standards
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All unit and lesson objectives are
correctly aligned to local, state, and National Science Education
Standards
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Student performance and
learning outcomes and objectives are identified and appropriate.
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No unit and lesson objectives are
included. Objectives are not
appropriate and do not address all of the different categories of
Bloom’s Taxonomy, especially including Higher Order Thinking Skills.
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Few unit and lesson objectives are
included. Few objectives are appropriate
and address all of the different categories of Bloom’s Taxonomy,
especially including Higher Order Thinking Skills.
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Most unit and lesson objectives are
included and are appropriate. Most objectives address all of the
different categories of Bloom’s Taxonomy, especially including Higher
Order Thinking Skills.
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All unit and lesson objectives are
included. All objectives are appropriate
and address all of the different categories of Bloom’s Taxonomy,
especially including Higher Order Thinking Skills.
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Unit plan aligns outcomes,
instructional strategies, learning experiences, resources, and
assessment
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Unit plan does not align outcomes,
instructional strategies, learning experiences, resources, and
assessment
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Unit plan align few outcomes,
instructional strategies, learning experiences, resources, and
assessment
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Unit plan aligns most outcomes,
instructional strategies, learning experiences, resources, and
assessment
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Unit plan aligns all outcomes,
instructional strategies, learning experiences, resources, and
assessment
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Materials and resources specified
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No information is provided on needed
materials and resources
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Minimal information is provided on
materials and resources. No information on quantities, sources of
materials and resources.
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Sufficient information is provided on
materials and resources to conduct the lessons.
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Complete information is provided for
all materials and resources, including quantities, where to obtain
them, and instructions for use.
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Instructional strategies and learning
experiences are appropriate to achieve instructional goals and
objectives
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Emphasis is placed on didactic
teaching; no emphasis is placed on students constructing understanding
from experiences and through hand-on inquiry. None
of the following types of activities are included:
laboratory activities, cooperative learning,
problem-based learning, project-based learning
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A balanced mix of teacher-centered and
student-centered pedagogy. Few hands-on
inquiry activities are included. At least
one of the following types of activities are included:
laboratory activities, cooperative learning,
problem-based learning, and project-based learning
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Most lessons consist of
student-centered, active, hands-on, inquiry activities. At least two of
the following types of activities are included: laboratory
activities, cooperative learning, problem-based learning, and
project-based learning
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Use of a great variety of effective
teaching techniques including, laboratory activities, cooperative
learning, problem-based learning, and project-based learning
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Use of Technology
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Technology is not used in the unit.
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Technology is included but in a
limited and not always appropriate or meaningful way.
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Technology is used in a meaningful way
to enhance science learning. At least one
of the following technology tools is utilized: spreadsheets,
databases, the World Wide Web, microcomputer-based labs, computer
simulations, science software
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Technology is used in a meaningful way
to enhance science learning. Several of
the following technology tools are utilized: spreadsheets,
databases, the World Wide Web, microcomputer-based labs, computer
simulations, science software
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Assessment
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Learning outcomes are effectively
assessed using a variety of techniques throughout the unit plan
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No assessment is included.
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Only summative assessments are
included with no authentic, alternative or formative assessments.
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Contains a thorough assessment of
student learning, including formative, summative, at least one example
of an alternative or authentic assessment.
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Contains a wide variety of assessment
techniques, including formative, summative, different types of
alternative or authentic assessment.
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