| Course Code | Class Code | Assignment Title | Total Points |
| ELM-570 | ELM-570-O500 | Science Unit Plan: Instructional Strategies | 80.0 |
| Criteria | Percentage | No Submission (0.00%) | Insufficient (69.00%) | Approaching (74.00%) | Acceptable (87.00%) | Target (100.00%) | Comments | Points Earned |
| Content | 100.0% |
| Instructional Strategies | 25.0% | Not addressed. | Science Unit Plan includes poorly-developed instructional strategies that do not provide opportunities for independent study, active inquiry, collaboration, and/or supportive interaction in the elementary classroom. Combinations of instructional strategies are missing or are not suited for each lesson and student. Science Unit Plan includes poorly-developed instructional strategies that do not provide opportunities for independent study, active inquiry, collaboration, and/or supportive interaction in the elementary classroom. Combinations of instructional strategies are missing or are not suited for each lesson and student. | Science Unit Plan includes beginning-level instructional strategies that provide limited opportunities for independent study, active inquiry, collaboration, and/or supportive interaction in the elementary classroom. Includes combinations of instructional strategies that are suited for each lesson and student. | Science Unit Plan includes clear and relevant instructional strategies that provide opportunities for independent study, active inquiry, collaboration, and/or supportive interaction in the elementary classroom. Includes adequate combinations of instructional strategies that are suited for each lesson and student. | Science Unit Plan includes well-researched and exceptional instructional strategies that successfully provide opportunities for independent study, active inquiry, collaboration, and/or supportive interaction in the elementary classroom. Includes creative and realistic combinations of instructional strategies that are best suited for each lesson and student. |
| Summary of Instruction and Activities | 25.0% | Not addressed. | Science Unit Plan includes a poor summary of instruction, activities, and learning content of each lesson. There is a weak and poor connection to students' prior knowledge to key science concepts through application of standards-based concepts and modes of inquiry. | Science Unit Plan includes a vague and inexplicit summary of instruction, activities, and learning content of each lesson that minimally connect students' prior knowledge to key science concepts through application of standards-based concepts and modes of inquiry. | Science Unit Plan includes a clear and descriptive summary of instruction, activities, and learning content of each lesson that correctly connects students' prior knowledge to key science concepts through application of standards-based concepts and modes of inquiry. | Science Unit Plan includes a thorough and thoughtful summary of instruction, activities, and learning content of each lesson that skillfully connect students' prior knowledge to key science concepts through application of major standards-based concepts and modes of inquiry. |
| Reflection | 20.0% | Not addressed. | Reflection includes a poorly developed summary of instructional strategies that complement the unit plan or promote critical thinking and problem-solving skills. Applications to future practice are weak and do not reflect growth and development as a professional. | Reflection includes a beginning-level summary of instructional strategies that best complement the unit plan and somewhat promote critical thinking and problem-solving skills. Applications to future practice are rudimentary level and minimally reflect growth and development as a professional. | Reflection includes a relevant summary with of instructional strategies that best complement the unit plan and clearly promote critical thinking and problem-solving skills. Applications to future practice are solid and reflect growth and development as a professional. | Reflection includes a comprehensive summary with a proficient choice of instructional strategies that best complement the unit plan and successfully promote critical thinking and problem-solving skills. Applications to future practice are insightful and reflect specific growth and development as a professional. |
| Research | 15.0% | Not addressed. | Sources provided do not support the claims of the presentation or are not credible. | Submission includes only 1-2 sources, sources do not fully support claims, or sources are not all credible. | Research is relevant and generally supports the information presented. All of the criteria stated in the assignment are addressed. | Research is supportive of the information presented. Sources are timely, distinctive and clearly address all of the criteria stated in the assignment. |
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 15.0% | Not addressed. | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. | Frequent and repetitive mechanical errors distract the reader. Inconsistent language or word choice is present. Sentence structure is lacking. | 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 content-related language. | Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. |
| Total Weightage | 100% |
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