* Rubrics
+Teacher-made rubric & Matrix
Sunday, December 2, 2012
Checklist, Learning Logs, & Journals
*Journals
*Learning Logs
*Checklist
Observation Checklist
Student: Jim Smith Class: Science
Assignment: Report on Bird Adaptations
(Initial and Date) Teacher ___ Peer ____ Self ____
Comments:
Jim did a good job on his report because...
I suggest that he might continue to work on...
+Teacher-made
*Learning Logs
*Checklist
Observation Checklist
Student: Jim Smith Class: Science
Assignment: Report on Bird Adaptations
(Initial and Date) Teacher ___ Peer ____ Self ____
Comments:
Jim did a good job on his report because...
I suggest that he might continue to work on...
+Teacher-made
Yes
|
No
|
Teacher check
|
|
I
listened when teacher read aloud
|
|||
I
read my flip book to a partner
|
|||
I
drew my pictures in the flip book
|
|||
I
wrote my name on the cover of my flip book
|
Interviews & Conferences
*Interviews
The following are questions or requests that may be asked during an interview for an elementary teaching position. (Also see “Interview TIPS for Prospective Elementary Teachers”). Since an interview rarely lasts more than thirty minutes and may be shorter, responses need to be concise and specific. Be positive as you honestly and enthusiastically share your background, experience, and knowledge.
GENERAL
What is your philosophy of education?
Why are you interested in working in this school (district)?
What do you know about our school, students, and/or community?
What do you understand this school's mission statement to mean? How does your teaching philosophy fit with that mission?
What do you see as the greatest challenge facing teachers today?
Define professionalism and what it means to you.
What do you look for in an administrator?
What questions do you have for us?
What is your philosophy of education?
Why are you interested in working in this school (district)?
What do you know about our school, students, and/or community?
What do you understand this school's mission statement to mean? How does your teaching philosophy fit with that mission?
What do you see as the greatest challenge facing teachers today?
Define professionalism and what it means to you.
What do you look for in an administrator?
What questions do you have for us?
PERSONAL
When did you decide to become a teacher and why?
Tell us about yourself, your background, and your experience working with children.
Describe yourself using five adjectives.
Describe how your academic training and work related experiences qualify you for this position.
What do you think sets you apart from other applicants?
What strengths do you have that would assist you in being a successful teacher?
Name two areas of weakness that you are working to improve.
What special skills, talents, or knowledge will you bring to our school?
What concerns do you have about your student teaching experience or your last teaching position?
When did you decide to become a teacher and why?
Tell us about yourself, your background, and your experience working with children.
Describe yourself using five adjectives.
Describe how your academic training and work related experiences qualify you for this position.
What do you think sets you apart from other applicants?
What strengths do you have that would assist you in being a successful teacher?
Name two areas of weakness that you are working to improve.
What special skills, talents, or knowledge will you bring to our school?
What concerns do you have about your student teaching experience or your last teaching position?
TEACHING
What qualities do you feel are most important for a teacher to have? (See “Successful Teachers.”)
What role do state and national standards play in your classroom teaching?
What grade do you enjoy teaching the most?
What are the state standards for the grade you hope to teach and how will you incorporate them into your teaching?
What are the developmental needs and characteristics of children in this grade?
What subject are you passionate about and how will you share your enthusiasm with your students?
What would we see if we walked into your classroom?
Describe your style of teaching and give examples.
What are your expectations for your students?
What current reading and math instructional practices are you comfortable using?
What qualities do you feel are most important for a teacher to have? (See “Successful Teachers.”)
What role do state and national standards play in your classroom teaching?
What grade do you enjoy teaching the most?
What are the state standards for the grade you hope to teach and how will you incorporate them into your teaching?
What are the developmental needs and characteristics of children in this grade?
What subject are you passionate about and how will you share your enthusiasm with your students?
What would we see if we walked into your classroom?
Describe your style of teaching and give examples.
What are your expectations for your students?
What current reading and math instructional practices are you comfortable using?
CLASSROOM MANAGEMENT & DISCIPLINE
How do you minimize conflict in your classroom?
What are your classroom rules and how are they established? (See “Elementary Classrooms Rules and Management.”)
What routines or procedures would you use and how would you introduce them to your students?
How do you acknowledge students who are following the rules?
How do you help students develop problem solving skills?
What approach to classroom management has worked for you?
What would you do if your management plan did not work?
Explain how your past experiences will help you manage classroom behavior.
Do you use tangible rewards? (See “Rewards in the Classroom”)
What is your approach to discipline and how do you maintain it?
How do you minimize conflict in your classroom?
What are your classroom rules and how are they established? (See “Elementary Classrooms Rules and Management.”)
What routines or procedures would you use and how would you introduce them to your students?
How do you acknowledge students who are following the rules?
How do you help students develop problem solving skills?
What approach to classroom management has worked for you?
What would you do if your management plan did not work?
Explain how your past experiences will help you manage classroom behavior.
Do you use tangible rewards? (See “Rewards in the Classroom”)
What is your approach to discipline and how do you maintain it?
ASSESSMENT
How do you determine each individual child's potential?
How do you measure a child’s educational achievement in ways other than by testing?
What kinds of assessment tools have you used?
Describe the kinds of tests you give to measure student mastery.
How do you prepare children to take standardized tests?
How do you determine each individual child's potential?
How do you measure a child’s educational achievement in ways other than by testing?
What kinds of assessment tools have you used?
Describe the kinds of tests you give to measure student mastery.
How do you prepare children to take standardized tests?
PARENTS
What kind of relationship do you want to foster with the parents of your students?
How do you enhance communication with parents?
Why are parent conferences important?
How do you use parent volunteers?
How do you plan to include parents in their child’s classroom? (See “Increasing Parent Involvement in School.”)
Under what circumstances will you contact a parent?
Describe a time when you dealt with an angry parent.
How would you assist an overly involved parent in becoming less involved?
How will you involve a parent of a child who is consistently angry and rebellious? (See “Guidelines for Educator-Parent Conferences Concerning Angry Children.”)
What kind of relationship do you want to foster with the parents of your students?
How do you enhance communication with parents?
Why are parent conferences important?
How do you use parent volunteers?
How do you plan to include parents in their child’s classroom? (See “Increasing Parent Involvement in School.”)
Under what circumstances will you contact a parent?
Describe a time when you dealt with an angry parent.
How would you assist an overly involved parent in becoming less involved?
How will you involve a parent of a child who is consistently angry and rebellious? (See “Guidelines for Educator-Parent Conferences Concerning Angry Children.”)
SPECIAL NEEDS
How do you feel about having children with special needs in your classroom?
What would you do before recommending a child for special services?
How do you assist 501 students and special services students?
How do you teach a student with an Individualized Education Plan?
What kinds of adaptations have you used? Were they successful? Why or why not?
What materials have you found most effective when teaching special needs students?
What do you do to support and challenge students with exceptional abilities?
Describe your experience collaborating with special education teachers.
How do you feel about having children with special needs in your classroom?
What would you do before recommending a child for special services?
How do you assist 501 students and special services students?
How do you teach a student with an Individualized Education Plan?
What kinds of adaptations have you used? Were they successful? Why or why not?
What materials have you found most effective when teaching special needs students?
What do you do to support and challenge students with exceptional abilities?
Describe your experience collaborating with special education teachers.
SITUATIONS
What would you do if:
- One of your students is homeless? (See “Educating Homeless Children.”)
- One of your students does not turn in any homework?
- One of your students refused to do any classroom assignments?
- One of your students is absent more than he/she attends school?
- One of your students confides that he/she is being molested? (See “Helping the Sexually Abused Child.”)
- One of your parents is telling lies to other parents concerning your teaching?
*Conferences
+Teacher-made interview questions for students
*What subjects do you like/ dislike? Why?
*What makes learning fun for you? And when
is not fun?
*Do you participate in any activities?
*Do you work hard at school?
Explanation about Assessment Tools
*Multiple Intelligence & Myer's Briggs Personality Test
What is it?
-Multiple intelligence: 8 different ways to demonstrate intellectual ability.
-Myer's briggs personality test: personality test type composed of four letters. The combination of these letters will tell you quite a bit about your personality. You will be told whether you are an Extrovert or Introvert, whether you are Judging or Perceiving, and what your dominant, helping, tertiary and inferior functions are, ranging from your strongest (dominant) to your weakest (inferior), in that order.
In the classroom
-M.I can be used as learning centers. Each learning center provides one of 8 different intelligence. Students will be doing each activities by rotating in given time.
-These tests enable leadership helping students gain awareness of their individual's strengths which can then be honed to perfection. By being aware of a student's strengths and weakness, the educational institution can also ensure that there are lesser conflicts between the students. This test also help educational facilities develop special learning methods depending on the capacities of the students and help them retain the knowledge more efficiently. It is important that education does not limit itself only to a classroom. More often than not, individuals have knowledge that is restricted only to their books and has a short life span. With the help of the Myers Briggs Personality test individuals will be able to gain ample self-knowledge that they can take even beyond the classroom
Rate: 5 for each
*Performance Task
what is it?
-An assessment exercise that is goal directed. The exercise is developed to elicit students' application of a wide range of skills and knowledge to solve a complex problem.
In the classroom,
it can be used for assessment tool for students' various performances such as role-playing and puppet show
Rate: 5
*Checklist, Learning Logs, & Journals
what is it?
-Checklist: an assessment instrument or data recording device that records the presence or absence of attainment of desired concepts, skills, processes, or attitudes
In classroom:
-observation checklist can be used by not only giving an observer a structure and framework for an observation but also serving as a contract of understanding with the teacher who may as a result be more comfortable, and will get specific feedback on aspects of the class.
-as students write to learn, they also learn to recognize their own and other’s good work. Learning logs assist the learning process and they are concise, objective factual and impersonal in tone.
-show teachers students' understanding and allow teachers to target lessons to individual students based on what is revealed in the journals.
Rate: 5 for each
what is it?
-Matrix: A matrix is an arrangement of items into labeled rows and columns within a table.
-Rubrics: A rubric is an authentic assessment tool used to measure students' work. It is a scoring guide that seeks to evaluate a student's performance based on the sum of a full range of criteria rather than a single numerical score. A rubric is a working guide for students and teachers, usually handed out before the assignment begins in order to get students to think about the criteria on which their work will be judged.
In classroom
-both matrix and rubrics can be used in classroom as assessment tools. they can be used for grading students' performances and behavior.
Rate: 5 for each
*Graphic Organizers
What is it?
A visual display that demonstrates relationships between facts, concepts or ideas. A graphic organizer guides the learner’s thinking as they fill in and build upon a visual map or diagram. They are also informally used as a term to describe all visual learning strategies such as concept mapping, webbing, mind mapping, and more.
In classroom
-they show students how to think about the information they are learning, make new information manageable by enabling students to chunk it to fit into their existing memory, and help students build connections and explore relationships to what they already know. Also, they help students recall information more readily.
Rate: 5
what is it?
The school interview is one which tends to send the applicant’s parents rather than the applicant himself into a spin.
Conference is a formal meeting for discussing about teachers, students, & school
These are used for better situation and condition of relationship of between teachers, students, and parents, and school. Through these, most of things needed in school can be changed or improved.
Rate: 5
*Teacher-made tests
what is it?
Teacher made test are prepared by teacher with regard to curriculum .teacher made test may reveal specific areas of instruction in which a students need remedial help
In classroom
It can be used for appropriate instruction for students learning and can be used to assess students.
Rate: 5
*CNMI Standards and Benchmark test
what is it?
standards and benchmark test bring accountability to schools by measuring student learning against quantifiable standards. Teachers use the results of benchmark tests to modify their instruction as needed and to prepare students for end-of-the-year standardized achievement tests.
In classroom
these tests can be used for student's understanding each contents by giving students variety of worksheets
Rate: 5
What is it?
-Multiple intelligence: 8 different ways to demonstrate intellectual ability.
-Myer's briggs personality test: personality test type composed of four letters. The combination of these letters will tell you quite a bit about your personality. You will be told whether you are an Extrovert or Introvert, whether you are Judging or Perceiving, and what your dominant, helping, tertiary and inferior functions are, ranging from your strongest (dominant) to your weakest (inferior), in that order.
In the classroom
-M.I can be used as learning centers. Each learning center provides one of 8 different intelligence. Students will be doing each activities by rotating in given time.
-These tests enable leadership helping students gain awareness of their individual's strengths which can then be honed to perfection. By being aware of a student's strengths and weakness, the educational institution can also ensure that there are lesser conflicts between the students. This test also help educational facilities develop special learning methods depending on the capacities of the students and help them retain the knowledge more efficiently. It is important that education does not limit itself only to a classroom. More often than not, individuals have knowledge that is restricted only to their books and has a short life span. With the help of the Myers Briggs Personality test individuals will be able to gain ample self-knowledge that they can take even beyond the classroom
Rate: 5 for each
*Performance Task
what is it?
-An assessment exercise that is goal directed. The exercise is developed to elicit students' application of a wide range of skills and knowledge to solve a complex problem.
In the classroom,
it can be used for assessment tool for students' various performances such as role-playing and puppet show
Rate: 5
*Checklist, Learning Logs, & Journals
what is it?
-Checklist: an assessment instrument or data recording device that records the presence or absence of attainment of desired concepts, skills, processes, or attitudes
what
they are learning and how they are going about learning it. Learning Logs are
useful because they promote metacognition. They are also useful tools for
teachers because they can reveal students' perceptions (and misperceptions) of
the information, as well as reveal how they are reacting to the way the
material is being taught.
-Journals: A personal record of occurrences, experiences, and
reflections kept on a regular basis; a diaryIn classroom:
-observation checklist can be used by not only giving an observer a structure and framework for an observation but also serving as a contract of understanding with the teacher who may as a result be more comfortable, and will get specific feedback on aspects of the class.
-as students write to learn, they also learn to recognize their own and other’s good work. Learning logs assist the learning process and they are concise, objective factual and impersonal in tone.
-show teachers students' understanding and allow teachers to target lessons to individual students based on what is revealed in the journals.
Rate: 5 for each
what is it?
-Matrix: A matrix is an arrangement of items into labeled rows and columns within a table.
-Rubrics: A rubric is an authentic assessment tool used to measure students' work. It is a scoring guide that seeks to evaluate a student's performance based on the sum of a full range of criteria rather than a single numerical score. A rubric is a working guide for students and teachers, usually handed out before the assignment begins in order to get students to think about the criteria on which their work will be judged.
In classroom
-both matrix and rubrics can be used in classroom as assessment tools. they can be used for grading students' performances and behavior.
Rate: 5 for each
*Graphic Organizers
What is it?
A visual display that demonstrates relationships between facts, concepts or ideas. A graphic organizer guides the learner’s thinking as they fill in and build upon a visual map or diagram. They are also informally used as a term to describe all visual learning strategies such as concept mapping, webbing, mind mapping, and more.
In classroom
-they show students how to think about the information they are learning, make new information manageable by enabling students to chunk it to fit into their existing memory, and help students build connections and explore relationships to what they already know. Also, they help students recall information more readily.
Rate: 5
what is it?
The school interview is one which tends to send the applicant’s parents rather than the applicant himself into a spin.
Conference is a formal meeting for discussing about teachers, students, & school
These are used for better situation and condition of relationship of between teachers, students, and parents, and school. Through these, most of things needed in school can be changed or improved.
Rate: 5
*Teacher-made tests
what is it?
Teacher made test are prepared by teacher with regard to curriculum .teacher made test may reveal specific areas of instruction in which a students need remedial help
In classroom
It can be used for appropriate instruction for students learning and can be used to assess students.
Rate: 5
*CNMI Standards and Benchmark test
what is it?
standards and benchmark test bring accountability to schools by measuring student learning against quantifiable standards. Teachers use the results of benchmark tests to modify their instruction as needed and to prepare students for end-of-the-year standardized achievement tests.
In classroom
these tests can be used for student's understanding each contents by giving students variety of worksheets
Rate: 5
Teacher-made Tests
+Sample Teacher-made tests
1. TRUE OR FALSE
Acid precipitation is produced largely as a result of the burning of high sulfur coal and gasoline in automobiles.
2. COMPLETION QUESTIONS
Acid precipitation is produced when ________ mixes with ________ in the atmosphere.
3. MULTIPLE CHOICE QUESTIONS
Which of the following is not necessary for acid precipitation to occur?
a. water vapor
b. SOx
c. NOx
d. strong winds
Which of the following is not a cause of tropical deforestation?
a slash and burn agriculture
b. logging
c. ranching
d. changing climate patterns
e. greed
Which of the following energy resources are renewable?
1. wood
2. tidal
3. nuclear
4. geothermal
5. coal
Which of the above energy resources are considered to be renewable?
a. 1 only
b. 1 and 2 only
c. 1, 2, and 4 only
d. 1, 2, 4, and 5 only
e. They all are.
Which of the energy resources listed above are directly traceable back to the sun's radiation?
a. 1 only
b. 1 and 5 only
c. 1, 2, and 5 only.
d. 1, 2, 4, and 5 only
e. They all are.
4. MATCHING QUESTIONS
Match the words in Column A to their definition in Column B:
In the column to the left you will find definitions, and in the column to the right you will find terms. Your task is to correctly match the term to its definition by placing the term's letter in the blank space next to the definition. Use each letter only once.
5. SHORT ESSAY QUESTIONS
Briefly describe the causes of desertification in Senegal and how the process can be slowed and controlled.
In the space provided below, define the term "desertification" and give a local example showing what causes it and what the consequences are when an area becomes desertified.
6. OPEN-ENDED ASSESSMENTS
In the spaces below, list as many different things you could do (or actions you could take) to help improve the environment.
+Teacher-made test by me
Performance Task
+ 4 samples of performance task
*Grades K-1
Text Exemplars (PDF)
Sample Performance Tasks for Stories and Poetry
- Students (with prompting and support from the teacher) describe the relationship between key events of the overall story of Little Bear by Else Holmelund Minarik to the corresponding scenes illustrated by Maurice Sendak. [RL.K.7]
- Students retell Arnold Lobel’s Frog and Toad Together while demonstrating their understanding of a central message or lesson of the story (e.g., how friends are able to solve problems together or how hard work pays off). [RL.1.2]
- Students (with prompting and support from the teacher) compare and contrast the adventures and experiences of the owl in Arnold Lobel’s Owl at Home to those of the owl in Edward Lear’s poem “The Owl and the Pussycat.” [RL.K.9]
- Students read two texts on the topic of pancakes (Tomie DePaola’s Pancakes for Breakfast and Christina Rossetti’s “Mix a Pancake”) and distinguish between the text that is a storybook and the text that is a poem. [RL.K.5]
- After listening to L. Frank Baum’s The Wonderful Wizard of Oz, students describe the characters of Dorothy, Auntie Em, and Uncle Henry, the setting of Kansan prairie, and major events such as the arrival of the cyclone. [RL.1.3]
- Students (with prompting and support from the teacher) when listening to Laura Ingalls Wilder’s Little House in the Big Woods ask questions about the events that occur (such as the encounter with the bear) and answer by offering key details drawn from the text. [RL.1.1]
- Students identify the points at which different characters are telling the story in the Finn Family Moomintroll by Tove Jansson. [RL.1.6]
- Students identify words and phrases within Molly Bang’s The Paper Crane that appeal to the senses and suggest the feelings of happiness experienced by the owner of the restaurant (e.g., clapped, played, loved, overjoyed). [RL.1.4]
Sample Performance Tasks for Informational Texts
- Students identify the reasons Clyde Robert Bulla gives in his book A Tree Is a Plant in support of his point about the function of roots in germination. [RI.1.8]
- Students identify Edith Thacher Hurd as the author of Starfish and Robin Brickman as the illustrator of the text and define the role and materials eachcontributes to the text. [RI.K.6]
- Students (with prompting and support from the teacher) read “Garden Helpers” in National Geographic Young Explorers and demonstrate their understanding ofthe main idea of the text—not all bugs are bad—by retelling key details. [RI.K.2]
- After listening to Gail Gibbons’ Fire! Fire!, students ask questions about how firefighters respond to a fire and answer using key details from the text. [RI.1.1]
- Students locate key facts or information in Claire Llewellyn’s Earthworms by using various text features (headings, table of contents, glossary) found in the text. [RI.1.5]
- Students ask and answer questions about animals (e.g., hyena, alligator, platypus, scorpion) they encounter in Steve Jenkins and Robin Page’s What Do You Do With a Tail Like This? [RI.K.4]
- Students use the illustrations along with textual details in Wendy Pfeffer’s From Seed to Pumpkin to describe the key idea of how a pumpkin grows. [RI.1.7]
- Students (with prompting and support from the teacher) describe the connection between drag and flying in Fran Hodgkins and True Kelley’s How People Learned to Fly by performing the “arm spinning” experiment described in the text. [RI.K.3]
*Grades 2-3
Text Exemplars (PDF)
Sample Performance Tasks for Stories and Poetry
- Students ask and answer questions regarding the plot of Patricia MacLachlan’s Sarah, Plain and Tall, explicitly referring to the book to form the basis for theiranswers. [RL.3.1]
- Students explain how Mark Teague’s illustrations contribute to what is conveyed in Cynthia Rylant’s Poppleton in Winter to create the mood and emphasize aspects of characters and setting in the story. [RL.3.7]
- Students read fables and folktales from diverse cultures that represent various origin tales, such as Rudyard Kipling’s “How the Camel Got His Hump” and Natalie Babbitt’s The Search for Delicious, and paraphrase their central message, lesson, or moral. [RL.2.2]
- Students describe the overall story structure of The Thirteen Clocks by James Thurber, describing how the interactions of the characters of the Duke and Princess Saralinda introduce the beginning of the story and how the suspenseful plot comes to an end. [RL.2.5]
- When discussing E. B. White’s book Charlotte’s Web, students distinguish their own point of view regarding Wilbur the Pig from that of Fern Arable as well asfrom that of the narrator. [RL.3.6]
- Students describe how the character of Bud in Christopher Paul Curtis’ story Bud, Not Buddy responds to a major event in his life of being placed in a foster home. [RL.2.3]
- Students read Paul Fleischman’s poem “Fireflies,” determining the meaning of words and phrases in the poem, particularly focusing on identifying his use ofnonliteral language (e.g., “light is the ink we use”) and talking about how it suggests meaning. [RL.3.4]
Sample Performance Tasks for Informational Texts
- Students read Aliki’s description of A Medieval Feast and demonstrate their understanding of all that goes into such an event by asking questions pertaining towho, what, where, when, why, and how such a meal happens and by answering using key details. [RI.2.1]
- Students describe the reasons behind Joyce Milton’s statement that bats are nocturnal in her Bats: Creatures of the Night and how she supports the points she is making in the text. [RI.2.8]
- Students read Selby Beeler’s Throw Your Tooth on the Roof: Tooth Traditions Around the World and identify what Beeler wants to answer as well as explain themain purpose of the text. [RI.2.6]
- Students determine the meanings of words and phrases encountered in Sarah L. Thomson’s Where Do Polar Bears Live?, such as cub, den, blubber, and the Arctic. [RI.2.4]
- Students explain how the main idea that Lincoln had “many faces” in Russell Freedman’s Lincoln: A Photobiography is supported by key details in the text. [RI.3.2]
- Students read Robert Coles’s retelling of a series of historical events in The Story of Ruby Bridges. Using their knowledge of how cause and effect gives order toevents, they use specific language to describe the sequence of events that leads to Ruby desegregating her school. [RI.3.3]
- Students explain how the specific image of a soap bubble and other accompanying illustrations in Walter Wick’s A Drop of Water: A Book of Science and Wonder contribute to and clarify their understanding of bubbles and water. [RI.2.7]
- Students use text features, such as the table of contents and headers, found in Aliki’s text Ah, Music! to identify relevant sections and locate information relevant to a given topic (e.g., rhythm, instruments, harmony) quickly and efficiently. [RI.3.5]
* Performance Tasks for Elementary Mathematics for Grade 5
In this section, objectives are provided to achieve a mathematical goal. Each lesson plan is correlated to the Sunshine State Standards and included a list of materials needed, recommendations for student arrangement, and performance criteria. These tasks were originally developed by Pinellas County teachers.
Elementary Mathematics Performance Tasks Overview: what are performance tasks and how can they be scored?
*Level 2: Grades 3-5
Sample Performance Task
Cousins from Kansas are visiting Maine for the first time. You have planned a special trip to the Scarborough Marsh. While at the marsh you see many types of animals and plant life. In what ways might you classify the types of animals and plants? What are the characteristics used to determine your classification system?
During the tour, the guide noted that animals, birds and plants have adapted to living in this area between the shore and inland. What are some examples that were shared? Using your scientific skills, select a few animals, birds or plant life to observe. Watch the way they eat or note how they grow. What things might you tell your cousin to be careful of so she won’t disturb anything in the marsh?
Using the information you have collected, make inductions as to why the animals, birds and plants you have selected have adapted to the marsh.
You will be assessed on your ability to collect data from observations, your ability to make inductions based on your data, your expertise in not disturbing nature while observing and your ability to communicate effectively in a variety of ways.
| Complex Thinking Standards |
|
|---|---|
| Learner Expectation(s) |
|
| K-12 Content Standard(s) | III. Understands the implications of science and technology.VI. Understands the processes and structures of life that all living things change over time. |
| Key Learnings | 1. Understands that learning can come from close observation of plants and animals but that they should not be mistreated.2. Understands how adaptations enable different species to help them survive. |
+Teacher-made performance task
*Science -2nd grade
2.2.3 Know various careers in the sciences such as scientist, biologist, and astronaut.
*RL9. (common core Language arts)
Compare and
contrast two or more versions of the same story such as Hansel and Gretel by
different authors or from different cultures.
Subscribe to:
Posts (Atom)