Answer each of the following questions Law Assignment Help

Parent Letter:

If your administrator, a parent or one of your students asks you, “Why are we studying this?You should be able to clearly articulate how this learning relates to the developmental needs of the learners, the big ideas in science, and state science standards. You need to believe what you say.Convey your rationale in a less than one page “letter to the parents or guardians”communicating:

• A general overview of what their child will be studying and why
• Provide tips on how they can support their children’s efforts
• Suggestions for additional resources such as book titles and websites.
• Proof read for all grammar, syntax, spelling errors.

-Concept Map=___/50 points

– Concept Map:

We need to know, really know, what we are teaching and be able to demonstrate it. A concept map is a concrete graphic illustration that shows relationships between hierarchical relationships: how various subordinate concepts connect to super ordinate concepts. It illustrates the relationship between big ideas and small ideas.By developing a concept map for our unit of study, we encode information in meaningful networks and gain insight.

We are taking the time to “tie it altogether” in our thinking before helping students and thus we enhance our ability to teach effectively.

Please follow these steps to create your concept map:

1. Locate sources of information that helped you learn about your unit (list at least 5):

phet.colorado.edu

Stop Faking It: Electricity and Magnetism book by NSTA

www.brainpop.com

http://www.sciencekids.co.nz/electricity.html

www.teachersdomain.org

2. Start with a list of terms (these may not all be terms that you will teach to students, but will help you know the big picture):

Electricity, Static electricity, conductor, insulator, magnetism, electromagnet, appliance, electrons, battery, acid, current, voltage, circuit, switch

3. Build your concept map (draw by hand or download IHMC software http://cmap.ihmc.us/conceptmap.html or use Inspiration http://www.inspiration.com/Freetrial)

Context Statement:

Write a context statement of approximately 1000 words that paints an insightful portrait of the school culture. Careful observations should inform your commentary. You can consult school report card or Chapter 655 reports provided by the NY State Department of Education. While the narrative should include background information on school history and culture, the emphasis should be on the actual students in your classroom. Focus the narrative on the link between the 655 data and the students in the 1-6 classroom at your participant observer placement. Refer to teacher as… Mrs. M or Mr. B for example. Do not use specific students’ names.

The context statement, focused on your students, is a holistic narrative analyzing the following:

• Student and staff demographic information
• School Mission Statement
• Socio-economic status of the: students in the school/classroom
• Academic development: Describe students’ prior knowledge, key skills, developmental levels, and other special educational needs
• Language development: Describe aspects of English language proficiency in conversational and academic language as well as in the students’ primary languages, if other than English.Describe the language development of your entire class, not just your English learners.
• Social development: Describe factors such as the students’ ability and experience in expressing themselves in constructive ways, negotiating and solving problems, and getting along with others.
• Socio-economic and cultural context: Describe key factors such as cultural context, knowledge acquired outside of school, and home/community resources, parental opportunities and their level of involvement.
• Describe the science topic you will be teaching.
• Describe the characteristics and dynamics of your specific class that will affect your science instructional planning decisions.

IMPORTANT: Since you already wrote a context statement in Literacy and Social Studies methods, please use that as a starting point and add: Describe the characteristics and dynamics of your specific class that will affect your science instructional planning decisions. The critical aspect is your explanation of how your science unit is designed with your specific students’ social, emotional, and academic needs in mind.

-Preassessment and Rubric=___/50 points

–B.Pre-Assessment (20 pts)

Include a set of questions and/or activities (such as picture drawing tasks, written responses, sorting tasks, etc.) that you believe will help you to elicit students’ pre-instructional ideas about your chosen topic. (This may be an NSTA Formative Assessment Probe). The information you collect will be used to inform your lesson plan and classroom instruction and should also be used for your post assessment.

The assessment should provide opportunities for your students to demonstrate

conceptual understanding

 use of scientific practices during inquiry

 academic language

C. Rubric (20 pts)

Use the chart below to develop a rubric that you will use to evaluate each student’s concepts and process skills.The rubric will be used to evaluate the responses so that you can determine how your students met/did not meet standards. Your pre/post assessment may ask for text, diagrams, verbal explanations etc.If you elicit students’ responses verbally, you must record responses, develop a teacher’s log, or create some other way to keep track of their ideas. Your rubric will be used to assess both the preassessment and the postassessment so please design it carefully.

-Preassessment and Rubric=___/50 points

-B.Pre-Assessment (20 pts)

Include a set of questions and/or activities (such as picture drawing tasks, written responses, sorting tasks, etc.) that you believe will help you to elicit students’ pre-instructional ideas about your chosen topic. (This may be an NSTA Formative Assessment Probe). The information you collect will be used to inform your lesson plan and classroom instruction and should also be used for your post assessment.

The assessment should provide opportunities for your students to demonstrate

conceptual understanding

 use of scientific practices during inquiry

 academic language

C. Rubric (20 pts)

Use the chart below to develop a rubric that you will use to evaluate each student’s concepts and process skills.The rubric will be used to evaluate the responses so that you can determine how your students met/did not meet standards. Your pre/post assessment may ask for text, diagrams, verbal explanations etc.If you elicit students’ responses verbally, you must record responses, develop a teacher’s log, or create some other way to keep track of their ideas. Your rubric will be used to assess both the preassessment and the postassessment so please design it carefully.

-Preassessment analysis and chart=___/50 points

-In this activity you will design (or select) a pre-assessment and rubric to assess your students’ prior ideas about the topic you will teach.You will need to use these data to measure student growth, so you will need to have a response for each individual student. This means that, for this assignment, group discussions and KWL charts are not useful pre-assessments.Your assignment should have 3 parts:

A.Content and Language Objectives (10 pts)

Explicitly state objectives for both science and language (What will students know and be able to do?)Your objectives should be written in such a way that you will be able to tell if the students have met this objective. In other words, your objectives should be measurable.

“Students will be able to construct a complete circuit given a battery, a light bulb and two wires” is measurable

“Students understand electric circuits” is not measurable.

B.Pre-Assessment (20 pts)

Include a set of questions and/or activities (such as picture drawing tasks, written responses, sorting tasks, etc.) that you believe will help you to elicit students’ pre-instructional ideas about your chosen topic. (This may be an NSTA Formative Assessment Probe). The information you collect will be used to inform your lesson plan and classroom instruction and should also be used for your post assessment.

The assessment should provide opportunities for your students to demonstrate

conceptual understanding

 use of scientific practices during inquiry

 academic language

C. Rubric (20 pts)

Use the chart below to develop a rubric that you will use to evaluate each student’s concepts and process skills.The rubric will be used to evaluate the responses so that you can determine how your students met/did not meet standards. Your pre/post assessment may ask for text, diagrams, verbal explanations etc.If you elicit students’ responses verbally, you must record responses, develop a teacher’s log, or create some other way to keep track of their ideas. Your rubric will be used to assess both the preassessment and the postassessment so please design it carefully.

Evaluative Criteria Category	Characteristics of Student Work
	Below Standard (1)	Approaching Standard (2)	Meets Standard (3)	Exceeds Standard (4)
Content
Scientific Practice
Academic Language

D.Analysis and Chart (50 pts) – to be completed once students have completed preassessments. (You will add this to your original upload on Moodle).Create a chart that lists student names and their rubric score. Write a paragraph that explains how what you learned about your students’ thinking will impact your lesson plans and teaching.

Sample Preassessment

Content objective: SWBAT identify which person will sink or float by studying relative density to water.

Language objective: SWBAT to provide written evidence why the people will sink or float using the word “because”.

Name ___________________________________Date: _______________

Density Pre Assessment

Who will have an easier time floating in a swimming pool?Write 3-4 sentences to answer the question.Use the evidence to help you decide.

• Did you stake a claim?
• Did you use 2 pieces of evidence from the table?
• Did you use the word “because” in your argument?

Body Part	Density
Human Body Fat	0.9 g/cm3
Human Muscle	1.06 g/cm3

Person 1Person 2

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Sample: DENSITY PREASSESSMENT SCORING RUBRIC
	Below Standard (1)	Approaching Standard (2)	Meets Standard (3)	Exceeds Standard (4)
Density (Content)	Student does not know what density is.	Student knows that mass or volume is involved in calculating density.	Student knows that mass and volume are involved in calculating density.	Student can explain the effect of increasing mass and volume on density.
Describe the “rule” (Scientific practice)	Student does not state any “rule” utilized to compare the two people.	Student states a “rule” utilized when comparing the two people, but does not explain reasoning/thought process	Student states a “rule” utilized when comparing the two people’s densities and explains reasoning/thought process	Student states a “rule” utilized when comparing the two people, explains reasoning/thought process, and makes connections to density of water.
Academic Language	Student does not properly use words “because” to explain rule		Student properly uses the word “because” to explain rule.

Sample analysis chart

Student	Content Score	Scientific Practices	Academic Language
1	4	1	1
2	4	2	1
3	1	2	1
4	1	3	1
5	1	4	1
6	1	4	2
7	1	4	2
8	1	4	2
9	1	4	2
10	2	4	1
11	2	4	1
12	2	4	1
13	2	3	1
14	3	3	3
15	3	3	1
16	1	3	1
17	2	3	1
18	1	3	4
19	2	3	1
Average	1.954545455	3.090909091	1.454545455

Paragraph analysis: The results of this preassessment are….The students performed well on…..The students performed poorly on….This means that for my lesson planning….

-Lesson Plan #1 Science Inquiry=___/100 points

– In this assignment, you will design two lesson plans.Then you will teach and assess the value of ONE of the lessons.The lessons should be standards-based, developmentally appropriate, guided by the information learned from the student pre-assessment, and connected to the themes of scientific inquiry.Please use the template provided below.Upload your lesson plans and any other worksheets/resources to Moodle.You should not teach this lesson until after your lesson plan has been approved.Once you receive feedback, you should email Dr. Kang with your revised plans for a higher score.

Teacher:Grade/Subject:
Lesson number:Lesson Title:
Learning Segment Essential Question:
(If this is a literacy-based lesson, please complete this box) Central focus: Essential literacy strategy: Requisite skills: Reading and Writing connections:
Next Generation Science Standard: http://www.nextgenscience.org/next-generation-science-standards (e.g. 5-PS1-1. Develop a model to describe that matter is made of particles too small to be seen.)
Science/Engineering Practice:
Disciplinary Core Idea:
Crosscutting Concept:
Common Core Standards:
Learning Objectives associated with the content standards:
Academic Language Demands Vocabulary: Language function: Discourse or Syntax			Academic Language Supports Vocabulary: Language function: Discourse or Syntax
Student Friendly DailyLearning Targets
Description of formal and informal assessments to monitor student learning: What is being assessed: Assessment accommodations:
Type of feedback that will be given to students: What students will do with the feedback:
Instructional Resources and Materials:
Connection to prior academic learning and prerequisite skills:
Connections to cultural/personal/community assets:
Motivation/Hook/Anticipatory Set/Engage: (min) Tap prior knowledge Spark interest in the topic Tap prior knowledge Spark interest in the topic
Procedure:
Time	Teacher Action	Student Action
	Explore: Provide learners with concrete, tactile experiences linked to concepts Observe and listen to students Ask probing questions Provide learners with concrete, tactile experiences linked to concepts Observe and listen to students Ask probing questions Explain Encourage students to explain concepts in their own words Ask for justification Clarify and correct misconceptions Encourage students to explain concepts in their own words Ask for justification Clarify and correct misconceptions Extend Apply same concepts/skills in a new context resulting in deeper and broader understanding Encourage students to apply concepts/ skills to new situations via new activities Apply same concepts/skills in a new context resulting in deeper and broader understanding Encourage students to apply concepts/ skills to new situations via new activities
Closure/Evaluate: (5-7 min) Observe the students as they apply new concepts and skills Assess (formally/informally) student progress toward achieving objectives Allow students to assess their own learning and process skills Observe the students as they apply new concepts and skills Assess (formally/informally) student progress toward achieving objectives Allow students to assess their own learning and process skills
How students will reflect on their own learning
Accommodations/Modifications to requirements in IEPs and 504 plans
Differentiation
Technology Integration to Support Learning

-Lesson Plan #2 Literacy-based=___/100 points

– In this assignment, you will design two lesson plans.Then you will teach and assess the value of ONE of the lessons.The lessons should be standards-based, developmentally appropriate, guided by the information learned from the student pre-assessment, and connected to the themes of scientific inquiry.Please use the template provided below.Upload your lesson plans and any other worksheets/resources to Moodle.You should not teach this lesson until after your lesson plan has been approved.Once you receive feedback, you should email Dr. Kang with your revised plans for a higher score.

Teacher:Grade/Subject:
Lesson number:Lesson Title:
Learning Segment Essential Question:
(If this is a literacy-based lesson, please complete this box) Central focus: Essential literacy strategy: Requisite skills: Reading and Writing connections:
Next Generation Science Standard: http://www.nextgenscience.org/next-generation-science-standards (e.g. 5-PS1-1. Develop a model to describe that matter is made of particles too small to be seen.)
Science/Engineering Practice:
Disciplinary Core Idea:
Crosscutting Concept:
Common Core Standards:
Learning Objectives associated with the content standards:
Academic Language Demands Vocabulary: Language function: Discourse or Syntax			Academic Language Supports Vocabulary: Language function: Discourse or Syntax
Student Friendly DailyLearning Targets
Description of formal and informal assessments to monitor student learning: What is being assessed: Assessment accommodations:
Type of feedback that will be given to students: What students will do with the feedback:
Instructional Resources and Materials:
Connection to prior academic learning and prerequisite skills:
Connections to cultural/personal/community assets:
Motivation/Hook/Anticipatory Set/Engage: (min)
Procedure:
Time	Teacher Action	Student Action
	Explore: Explain Extend
Closure/Evaluate: (5-7 min)
How students will reflect on their own learning
Accommodations/Modifications to requirements in IEPs and 504 plans
Differentiation
Technology Integration to Support Learning

-Student work assessment commentary=___/100 points

– In this assignment, you will write a commentary of 2-3 single-spaced pages (include prompts) that addresses the following prompts.Please bring a paper or electronic copy to class.Be sure to include scanned copies of 3 samples of student work including feedback you gave them.This assignment will be scored according to the Science Assessment rubrics found below.

1.Identify the specific standards/objectives from the lesson plans measured by the assessment chosen for analysis.Describe what would constitute a student meeting, exceeding, or not meeting this standard/objective.

Evaluative Criteria Category	Characteristics of Student Work
	Below Standard (1)	Approaching Standard (2)	Meets Standard (3)	Exceeds Standard (4)
Content	Include rubric description ____% of class	Include rubric description ____% of class	Include rubric description ____% of class	Include rubric description ____% of class
Scientific Practice	____% of class	____% of class	____% of class	____% of class
Academic Language	____% of class	____% of class	____% of class	____% of class

SAMPLE:DENSITY POSTASSESSMENT SCORING RUBRIC
	Below Standard (1)	Approaching Standard (2)	Meets Standard (3)	Exceeds Standard (4)
Density (Content)	Student does not know what density is. 3%	Student knows that mass or volume is involved in calculating density. 20%	Student knows that mass and volume are involved in calculating density. 42%	Student can explain the effect of increasing mass and volume on density. 35%
Describe the “rule” (Scientific practice)	Student does not state any “rule” utilized to compare the two people. 25%	Student states a “rule” utilized when comparing the two people, but does not explain reasoning/thought process 44%	Student states a “rule” utilized when comparing the two people’s densities and explains reasoning/thought process 20%	Student states a “rule” utilized when comparing the two people, explains reasoning/thought process, and makes connections to density of water. 11%
Academic Language	Student does not properly use words “because” to explain rule 25%		Student properly uses the word “because” to explain rule. 75%

2. Discuss what most students appear to understand well in terms of meeting the a) identified content, b) scientific practice, and c) academic language targets, and, if relevant, any misconceptions, confusions, or needs (including a need for greater challenge) that were apparent for some or most students.Cite evidence to support your analysis from your class set of student work. (60 pts)

3. Choose 3 student work samples to analyze in depth (1 should be a student with special needs, 1 should be an English language learner, 1 should be a gifted/advanced student).For these three students, describe their content understanding, process/problem solving skills, and academic language proficiency relative to their individual learning strengths and challenges (e.g., academic development, language proficiency, special needs).What did you conclude about their learning during the learning segment?Cite specific evidence from the work samples. (20 pts)

4. Provide effective feedback (10 pts.)The feedback to students should offer students clear and specific information on their performance related to the lesson objectives/standards and should align with the evaluation criteria for your analyzed assessment. At the very least, your feedback should make students aware of their errors and their strengths.

Effective feedback will denote areas where they did well and where they need to improve related to the specific learning objectives. Marking the percent correct and providing non-specific comments such as “Good job” are not sufficient, as students will have little idea of what exactly they did well. In contrast, specific comments such as “Effective word choice” or “Well-supported conclusion” direct attention to the details of their performance related to the central focus, thereby deepening their understanding of the qualities of their work. The same goes for feedback that focuses on areas that need improvement. Just citing the number of problems a student got wrong is not sufficient. In order to identify an area for improvement, students need to know specifically what it is that needs attention. For example, comments such as “You need to support your claim with more evidence or “Let’s review the form and function of the birds’ beaks.” To be effective feedback needs to target their improvement.

5. Based on the student performance on this assessment, describe the next steps for instruction for your students.If different, describe any individualized next steps for the three students whose individual learning you analyzed.These next steps may include a specific instructional activity or other forms of re-teaching to support or extend continued learning of objectives, standards and/or central focus/big idea for the learning segment.In your description, be sure to explain how these next steps follow from your analysis of the student performances. (20 pts)

Rubrics for scoring your responses to #1-4

#2a/b. ANALYSIS OF STUDENT LEARNING How does the candidate analyze evidence of student conceptual understanding/process skills?
0 pts	10 pts	20 pts	30 pts	31+ pts
The analysis is superficial or not supported by student work samples or summary or student learning.	The analysis focuses on what students did right or wrong in relationship to identified standards/targets. Only content knowledge or process target is emphasized.	The analysis of whole class performance describes some differences in levels of student learning for the content ANDprocess targets assessed.	The analysis focuses on patterns of student errors, misconceptions, skills, and understanding to analyze student learning in relation to content and process targets.	Level 4 plus: The analysis focuses on partial understandings as well. Specific patterns are identified for individuals or subgroup(s) in addition to the whole class.

#2c. ANALYSIS OF STUDENT LANGUAGE LEARNING How does the candidate analyze evidence of student language skills?
0 pts	10 pts	20 pts	30 pts	31+ pts
Candidate identifies language that is superficially related or unrelated to language demands (function, vocabulary, and additional demands) associated with learning targets.	Candidate provides evidence of students’ use of vocabulary associated with the language function. Language use may be decontextualized or unrelated to performance.	Candidate explains and provides evidence of students’ use of the language function as well as vocabulary OR additional language demands associated with the learning targets.	Candidate explains and provides evidence of students’ use of the language function, vocabulary AND additional language demands associated with the learning targets.	Level 4 plus: Candidate explains and provides evidence of students’ generalization or self-directed use of targeted language.

#3 ANALYZING FOCUS LEARNERS’ LEARNING How does the candidate demonstrate an understanding of focus student performance with respect to standards/objectives?
0 pts	10 pts	20 pts
Candidate does not provide analysis of each focus learner’s learning or analysis is superficial.	Candidate provides evidence of each focus learner’s content OR process understanding.	Candidate explains and provides evidence of each focus learner’s content, process, AND language understanding.

#4.USING ASSESSMENT TO INFORM TEACHING How does the candidate use the analysis of student learning to propose next steps in instruction?
0 pts	10 pts	20 pts	20+ pts
Next steps are vaguely related to or not aligned with the identified student needs. OR Next steps are not described in sufficient detail to understand them. OR Next steps are based on inaccurate conclusions about student learning from the assessment analysis.	Next steps focus on improving student performance through general support that addresses some identified student needs. Next steps are based on accurate conclusions about student performance on the assessment and are described in sufficient detail to understand them.	Next steps focus on improving student performance through targeted support to individuals and groups to address specific identified needs. Next steps are based on whole class patterns of performance and some patterns for individuals and/or subgroups and are described in sufficient detail to understand them.	Level 3 plus: Next steps demonstrate a strong understanding of both the identified content and language standards/targets and of individual students and/or subgroups.

Total: =___/1030 points