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hi help fix my grammar and english make sure apply for deaf culture and apply for environment in classroom too. thanks.J elm570_class_profile.docx benchmark.docx elm_570_science_unit_plan_template.docx Unformatted Attachment Preview Parental Involvement Yes At grade level Med Yes Low No Med Yes At grade level Low No At grade level At grade level Med Yes One year below grade level At grade level Low No At grade level At grade level Low Yes One year below grade level At grade level Low No Arturo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level Bertie No Low SES Asian Female No None Grade level Beryl No Mid SES White Female No NOTE: School does not have gifted program Grade level Brandie No Low SES White Female No Tier 2 RTI for Math Grade level At grade level Dessie No Mid SES White Female No Tier 2 RTI for Math Grade level Grade level Diana Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level Donnie No Mid SES African American Female No Hearing Aids Grade level Eduardo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level Emma No Mid SES White Female No None Enrique No Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year above grade level One year below grade level One year above grade level Two years above grade level One year below grade level One year below grade level Internet Available at Home Math Performance Level Reading Performance Level Low Age At grade level Other No IEP/504 Med Gender At grade level Ethnicity Socio-economic Status English Language Learner Student Name Class Profile Tier 2 RTI for Reading Grade level White Female No Diabetic White Female No None Tier 3 RTI for Reading and Math Grade level Grade level One year above grade level White Male Learning Disabled One year below grade level One year above grade level Low Yes At grade level At grade level Med Yes At grade level At grade level High No Two years below grade level One year below grade level Two years below grade level One year below grade level One year above grade level One year above grade level Very High No Low No High Yes Med Yes Internet Available at Home No Parental Involvement Female Math Performance Level White Reading Performance Level Age No Other Francesca Mid SES Low SES IEP/504 No Gender Frances Low SES Ethnicity Yes Socio-economic Status English Language Learner Student Name Fatma Fredrick No Low SES Ines No Low SES Hispanic Female Learning Disabled Tier 2 RTI for Math Grade level Jade No Mid SES African American Female No None Grade level At grade level Kent No High SES White Male Emotionally Disabled None Grade level At grade level Lolita No Mid SES Native American/ Pacific Islander Female No None Grade level At grade level At grade level Med Yes Maria No Mid SES Hispanic Female No NOTE: School does not have gifted program Grade level At grade level Two years above grade level Low Yes Mason No Low SES White Male No None Grade level At grade level At grade level Med Yes Nick No Low SES White Male No None Grade level One year above grade level At grade level Med No Noah No Low SES White Male No None Grade level At grade level At grade level Med Yes Ethnicity Gender IEP/504 Other Age Reading Performance Level Math Performance Level Parental Involvement Internet Available at Home Socio-economic Status English Language Learner Student Name Sharlene No Mid SES White Female No None Grade level One year above grade level At grade level Med Med Sophia No Mid SES White Female No None Grade level At grade level At grade level Med Yes Stuart No Mid SES White Male No Allergic to peanuts Grade level One year above grade level At grade level Med Yes Terrence No Mid SES White Male No None Grade level At grade level At grade level Med Yes Wade No Mid SES White Male No None Grade level At grade level Med Yes Wayne No High SES White Male Learning Disabled Tier 3 RTI for Math Grade level High Yes Wendell No Mid SES African American Male Learning Disabled Tier 3 RTI for Math Grade level Med Yes Yung No Mid SES Asian Male No NOTE: School does not have gifted program One year below grade level Low Yes One year below grade level One year below grade level Two years above grade level © 2018. Grand Canyon University. All Rights Reserved. One year above grade level Two years below grade level Two years below grade level Two years above grade level Benchmark - Science Unit Plan For this benchmark, you will complete and revise the “Science Unit Plan” template, integrated with health and activity, (fitness, body, physical, emotional, motor skills) and aligned to state content standards, based on feedback from your instructor. The “Science Unit Plan” template includes developed lesson titles, summary and rationale, learning objectives, standards, instructional strategies, differentiation, materials, resources, and technology for five lessons that includes a minimum of two of the following content disciplines: • • • • • • • Scientific Method Health (Human Movement, Activity, Fitness, Emotional Health, Motor Skills) Physical Science Life Science Earth Science Space Science Engineering, Technology, and Applications of Science Part 1: Assessments The final part of the “Science Unit Plan” is to include formative evidence-based assessment strategies to gauge student learning for each individual lesson. Using the “Class Profile,” develop an end-of-unit summative assessment and • • List how you will formatively assess the learning for each lesson. Description of the summative assessment for the entire unit. The completion of your “Science Unit Plan” should fulfill all requirements of the unit plan and considerations for the successful instruction of each lesson. Ensure that your unit plan includes: • • • Age-appropriate lessons that incorporate the fundamental concepts of multiple areas of science, based on your state standards, integrated to build student understanding for personal and social application in science. Integrate major concepts in health education by creating opportunities for development and practice of skills that contribute to positive understanding of physical activity and health education. Instructional strategies that promote understanding and skills of physical activity that foster active, healthy lifestyles and enhanced quality of life for students. Part 2: Reflection In 250-500 words, summarize and reflect on the process of creating a cohesive, weeklong unit plan that successfully incorporates multiple areas of science integrated with health. What strategies can you use to create opportunities to promote health education that positively contributes to a good quality of life for students? Why is this important? How can this be incorporated into your future classroom? Support your findings with a minimum of three scholarly resources. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. 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]: MA in Elementary Education 2.2: Use fundamental concepts of physical, life, and earth/space sciences to design and implement ageappropriate 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); MC2] 2.6: Use the major concepts in the subject matter of health education to create opportunities for student development and practice of skills that contribute to good health. [ACEI 2.6; InTASC 5(j); MC2] 2.7: Use instructional strategies that promote, as appropriate to their own understanding and skills, human movement and physical activity as central elements to foster active, healthy life styles, and enhanced quality of life for elementary students. [ACEI 2.7; InTASC 5(j); ISTE-T 2a] Science Unit Plan Grade: Unit Theme: Week 1 Monday Tuesday Wednesday Lesson Title, Brief Summary, and Rationale (fill in during Topic 1) State-Specific Standards (fill in during Topic 1) Learning Objectives (fill in during Topic 1) Vocabulary (fill in during Topic 1) © 2018 Grand Canyon University. All Rights Reserved. Thursday Friday Instructional Strategy (fill in during Topic 2) Summary of Instruction and Activities for the Lesson (fill in during Topic 2) Differentiation and Accommodations (fill in during Topic 3) Materials, Resources, and Technology (fill in during Topic 4) Formative Assessment (fill in during Topic 5) Summative Assessment (fill in during Topic 5) Reflection Topic 1: © 2018 Grand Canyon University. All Rights Reserved. Reflection Topic 2: Reflection Topic 3: Reflection Topic 4: Reflection Topic 5: © 2018 Grand Canyon University. All Rights Reserved. ... Purchase answer to see full attachment