| Course Code | Class Code | Assignment Title | Total Points |
| ELM-360 | ELM-360-O500 | Benchmark - Science/Health Mini-Unit Plan | 300.0 |
| Criteria | Percentage | 1: No Submission (0.00%) | 2: Insufficient (65.00%) | 3: Approaching (75.00%) | 4: Acceptable (85.00%) | 5: Target (100.00%) | Comments | Points Earned |
| Criteria | 100.0% |
| Science and Health Content InTASC: 1(b), 7(a) ACEI 2.2 COE D2 C2.2 | 15.0% | Not addressed. | Lesson plans are incomplete and do not create a unit, or are complete but do not have aligned learning targets, activities, and assessments that creatively and comprehensively teach one or more fundamental concepts of physical, life, or earth/space sciences and a state health standard. | Lesson plans are complete and form a unit. They have learning targets, activities, and assessments that teach one or more fundamental concepts of physical, life, or earth/space sciences and a state health standard, but are lacking alignment. | Lesson plans are complete and form a solid unit. They have learning targets, activities, and assessments that align to one or more fundamental concepts of physical, life, or earth/space sciences and a state health standard. | Lesson plans are complete and form a clear, cohesive unit. They have clear, well-aligned learning targets, activities, and assessments that creatively and comprehensively teach one or more fundamental concepts of physical, life, or earth/space sciences and a state health standard. |
| Teaching Strategies ACEI 3.3; InTASC 3(g), 7(k), 8(f), 8(g), 8(l) COE D3 C3.3 | 15.0% | Not addressed. | Lesson plans do not use a variety of creative, age-appropriate, teaching strategies and technologies. There is no demonstration of students' development of critical thinking and problem solving. | Lesson plans use a variety of teaching strategies and technologies that inconsistently encourage elementary students to develop critical thinking and problem solving. | Lesson plans use a variety of teaching strategies and technologies that frequently encourage elementary students to develop critical thinking and problem solving. | Lesson plans use a variety of creative, age-appropriate, teaching strategies and technologies that skillfully demonstrate progression of knowledge and encourage elementary students development of critical thinking and problem solving. |
| Student Engagement ACEI 3.4; InTASC 3(b), 3(c), 3(i), 3(j), 8(n) COE D3 C3.4 | 15.0% | Not addressed. | Instructional strategies do not create opportunities for students active engagement in their learning and are not supportive to the learning environment. | Instructional strategies generally create opportunities for students active engagement in their learning and promote a supportive learning environment but are overly simplistic. | Instructional strategies create opportunities for students active engagement in their learning and promote a supportive learning environment. | Instructional strategies skillfully create opportunities for students active engagement in their learning and promote a supportive learning environment. |
| Digital Resources ACEI 3.5; InTASC 3(f), 3(h), 3(m), 8(m) COE D3 C3.5 | 10.0% | Not addressed. | Digital resources do not promote effective verbal, nonverbal, and media communication techniques and do not create opportunities for collaboration in the elementary classroom. | Digital resources involve appropriate verbal, nonverbal, and media communication techniques. They create some opportunities for collaboration, in the elementary classroom. | Digital resources promote effective verbal, nonverbal, and media communication techniques while creating opportunities for active inquiry, collaboration, and supportive interaction in the elementary classroom. | Digital resources skillfully promote effective verbal, nonverbal, and media communication techniques while creating opportunities for active inquiry, collaboration, and supportive interaction in the elementary classroom. |
| Assessment ACEI 4.0; InTASC 6(a), 6(g), 6(j), 6(k), 6(l), 7(d); 7(l) COE D4 C4.1 | 15.0% | Not addressed. | Planned assessments do not clearly measure the stated learning targets, do not provide meaningful feedback to teachers or students, do not measure all four DOK levels, and/or seem opposed to the form and function of the lesson plans. | Planned formal and informal assessments are generally aligned to the stated learning targets and standards. Formative assessments are generally designed to provide data on student performance for monitoring and adjusting, and provide students some feedback so they can evaluate and adjust their own learning. Summative assessment simplistically measures four DOK levels and is somewhat cohesive in form and function for the unit. | Planned formal and informal assessments are aligned to the stated learning targets and standards. Formative assessments are designed to provide data on student performance for monitoring and adjusting, and provide students feedback so they can evaluate and adjust their own learning. Summative assessment measures all four DOK levels and is cohesive in form and function for the unit. | Planned formal and informal assessments are well aligned to the stated learning targets and standards. Formative assessments are carefully designed to provide data on student performance for monitoring and adjusting, and provide students feedback so they can evaluate and adjust their own learning. Summative assessment measures all four DOK levels and is cohesive in form and function for the unit. |
| Differentiation ACEI 3.2; InTASC 2(a), 2(h), 8(a) COE D3 C3.2 | 15.0% | Not addressed. | Lesson plans instruction, instructional supports and assessments ignore students learning needs as identified on the Class Profile. | Lesson plans include simplistic, but appropriate, differentiated instruction, instructional supports and assessments. They address some of the student needs represented on the Class Profile. | Lesson plans include sound differentiated instructional activities, supports and assessments that are clearly designed to meet the needs of students represented on the Class Profile. | Lesson plans have creative, well-developed differentiated instructional activities, supports and assessments that are clearly designed to meet the needs of specific individuals and/or groups with similar needs, consistent with the Class Profile. |
| Unit Plan Rationale ACEI 3.1; InTASC 7(a), 7(b), 7(g) COE D3 C3.1 | 10.0% | Not addressed. | Rationale inadequately summarizes instructional choices and/or does not identify student needs at the center of the design. | Rationale summarizes a simplistic, but adequate reasoning for instructional choices, the use of the 5E model, and meeting needs of the students. | Rationale describes sound reasoning for instructional choices, the use of the 5E model, and how the lessons were designed to meet student needs. | Rationale comprehensively summarizes instructional choices, the use of the 5E model, and how the lessons were designed to fully engage students in the content and meet their instructional and motivational needs . |
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 5.0% | Not addressed. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. Sentence structure is correct but not varied. | Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. | Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. | Writer is clearly in command of standard, written, academic English. |
| Total Weightage | 100% |
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BenchmarkRubric_Print_Format.xlsx
