A. Identify the following three dimensions in the attached “Introduction to Oceans Lesson Plan”:
1. Specific science and engineering practices (e.g., SEP1-Asking Questions and Defining Problems, SEP2-Developing and Using Models)
2. Specific cross-cutting concepts (e.g., CC1-Patterns CC5-Energy and Matter)
3. Specific disciplinary core ideas (e.g., PS2A-Forces of Motion, LS1D-Information Processing)
B. Explain how each of the three dimensions work together in the lesson plan to support student learning.
C. Explain how technology could be infused into the attached “Introductory Activity” at each level of the SAMR Model (i.e., substitution, augmentation, modification, redefinition).
D. Develop a formative assessment strategy for the lesson plan that will check for three-dimensional science learning. Submit both a summary of the strategy and the actual formative assessment you have developed.
1. Predict at least two potential student misconceptions about the topic addressed in the lesson, including your reasoning for the predictions.
2. Describe how the formative assessment could identify the predicted misconceptions.
3. Explain what you could do to resolve each of the predicted misconceptions.
E. Compare formative assessment and summative assessment by doing the following:
1. Explain how each type of assessment can be used to check for student understanding in the lesson plan.
2. Explain how each type of assessment could be used to adjust future teaching of the lesson plan.
F. Create a pre-assessment and post-assessment that will demonstrate whether students have gained scientific knowledge or corrected their previous misconceptions as a result of the lesson plan. Submit both assessments as part of this task.
Note: The pre-assessment and the post-assessment can be the same assessment tool. If this is the case, there is no need to submit the same test twice. Simply provide that information with your submission.
1. Explain how you would use the data from the pre-test and post-test to monitor and adjust future teaching.
G. Explain how you would differentiate instruction in the lesson for each of the following groups:
Note: This may include instructional strategies, learning tasks, or assessments.
a. Gifted and Talented students
b. English Language Learner (ELL) students
c. Students with Other Special Needs.
