Effective educators plan appropriate, effective science instruction that meets the learning needs of a diverse classroom. Unit plans provide a scaffolded approach to students, allowing educators to build upon instruction over several days.
For this benchmark assignment, create a unit plan outlining three integrated science and health lessons for the students listed in the “Class Profile.” Choose a grade level for the students, then select one NGSS from the physical, life, or earth/space sciences as well as one NHES for the three-lesson unit. You may adapt any previous assignments in the creation of this unit plan, as long as the three lessons form a planned, cohesive unit.
In your unit, design the three lesson plans so that they:
- Incorporate the 5Es.
- Use strategies that engage students through movement or physical activity.
In 250-500 words, rationalize your choices in developing the unit plan. How did designing instruction to include movement or physical activity for elementary students supports a healthy lifestyle and an enhanced quality of life?
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
This benchmark assignment assesses the following programmatic competencies [and professional standards]:
BS in Elementary Education
BS in Elementary Education and Special Education
BS in Elementary Education with an Emphasis in English as a Second Language
BS in Elementary Education with an Emphasis in STEM
BS in Elementary Education with an Emphasis in Teaching Reading
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); GCU Mission Critical 2]
2.6: Use the major concepts in the subject matter of health education to create opportunities for student development and practice skills that contribute to good health. [ACEI 2.6; InTASC 5(j); GCU Mission Critical 2]
2.7: Use—as appropriate to their own understanding and skills—human movement and physical activity as central elements to foster active, healthy lifestyles, and enhanced quality of life for elementary students. [ACEI 2.7; GCU Mission Critical 2]