Both papers APA 4 pages double spaced
ASSIGNMENT 03 Assignment 04 EC400 Early Childhood Math and Science Directions: Be sure to make an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your response should be four (4) double-spaced pages in length; refer to the "Format Requirements" page for specific format requirements. Part 1 After completing the reading assignments for Lesson 1, you will have learned a lot about lesson planning. Use the Basic Science Lesson Plan components outlined in the textbook (p. 67) ― topic/concept, objective, materials, advanced preparation, procedure, evaluation and extension ― to write a science lesson plan appropriate for use in an early childhood classroom. (You do not have to include the “Goal” component in your lesson plan.) After creating the lesson plan, list at least two extension activities. Your extension activities should include activities that involve different multiple intelligences other than that addressed in the lesson plan activity. Do not use the same multiple intelligence for both activities. Put the name of the corresponding intelligences in parenthesis at the beginning of the activity so it is clear which of the multiple intelligences you are involving. Refer to your textbook to find the list of Gardner’s multiple intelligences. A note about writing your objective: Though the textbook suggests beginning your objective with, “The child should be able to…”, in the real world of teaching, your objective would have to be aligned with a state standard. Please find an appropriate state standard from your current state that your lesson plan will meet. Make sure to cite the source of your state standard in proper APA format. For example, here is a science standard for kindergarteners in Georgia (www.georgiastandards.org): STANDARD SKP1 Students will describe objects in terms of the materials they are made of and their physical properties. ELEMENT a. Compare and sort materials of different composition (common materials include clay, cloth, paper, plastic, etc.). ELEMENT b. Use senses to classify common materials, such as buttons or swatches of cloth, according to their physical attributes (color, size, shape, weight, texture, buoyancy, flexibility) If the concept you want to teach is that various objects feel different from one another, the standard you would be meeting would be: SKP1 ELEMENT b. Use senses to classify common materials, such as buttons or swatches of cloth, according to their physical attributes (color, size, shape, weight, texture, buoyancy, flexibility). A breakdown of what is expected in your assignment is below. Concept: This is stated in complete sentence(s) and is appropriate for an early childhood classroom. Objective/ Standard: This states a specific state standard (including a citation). Materials: Lists all materials used in the procedure. Advanced Preparation: This includes all tasks that must be completed by the teacher before the lesson. Procedure: ------------------see below---------------------------------------- initiating activity This is an activity, story, song etc. ... used to get the children’s attention and interest in the topic. how to do it This section provides thorough step-by-step directions on how to complete the activity with the students. Evaluation: Includes at least 3 questions you will answer to determine the success of the activity and the children’s level of interest and learning. Extension: Includes two activities with each addressing one or more different multiple intelligences than the activity in the lesson. Part 2 Reflect on your past experiences in science classes. You can refer back to a specific grade level or teacher, as well as multiple grade levels or teachers. Answer the following questions in your reflection: 1. What were the most exciting science units you were exposed to? (At least 2) 2. Which were the most boring science units you were exposed to? (At least 2) 3. Do you remember what made a unit exciting or dull? 4. Thinking back to the interactive, engaging, and hands-on learning experiences and activities that your teachers implemented, what was it that made these experiences so engaging? Grading Rubric Please refer to the rubric on the next page for the grading criteria for this assignment. CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable 15 points8 points5 points2 points The student created a clear topic/concept and the objective states a specific state standard. The student created a somewhat clear topic/concept and the objective states a specific state standard. The student created a vague topic/concept and the objective does not state a specific state standard. The student created an unclear topic/concept and the objective does not state a specific state standard. 10 points8 points5 points2 points The student clearly listed materials used in the procedure and tasks that need to be completed by the teacher before the lesson. The student somewhat clearly listed materials used in the procedure and tasks that need to be completed by the teacher before the lesson. The student vaguely listed materials used in the procedure OR gave vague or incomplete tasks that need to be completed by the teacher before the lesson. The student did not list materials used in the procedure OR did not include tasks that need to be completed by the teacher before the lesson. 15 points8 points5 points2 points The student clearly provided an initiating activity and an overview of the activity that students will complete. The student somewhat clearly provided an initiating activity and an overview of the activity that students will complete. The student vaguely provided an initiating activity and overview of the activity that students will complete. The student either did not provide an initiating activity OR an overview of the activity that students will complete. 5 points4 points3 points2 points The student clearly stated 3 questions teachers can use to determine the success of the activity and the children’s level of interest and learning. The student somewhat clearly stated 3 questions teachers can use to determine the success of the activity and the children’s level of interest and learning. The student vaguely stated 3 questions teachers can use to determine the success of the activity and the children’s level of interest and learning. The student unclearly stated 3 questions teachers can use to determine the success of the activity and the children’s level of interest and learning. 10 points8 points 6 points 4 points The student clearly stated 2 activities that each addresses one or more different multiple intelligences than the activity in the lesson. The student somewhat clearly stated 2 activities that each addresses one or more different multiple intelligences than the activity in the lesson. The student vaguely stated 2 activities that each addresses one or more different multiple intelligences than the activity in the lesson. The student either did not state 2 activities OR more than one multiple intelligence was not provided. 25 points10 points5 points2 points The student clearly reflected on prior science experiences focusing on the following questions: Which were the most exciting units? Which were the most boring? Do you remember what made a unit exciting or dull? Or do you primarily remember a specific activity? The student somewhat clearly reflected on prior science experiences focusing on the following questions: Which were the most exciting units? Which were the most boring? Do you remember what made a unit exciting or dull? Or do you primarily remember a specific activity? The student vaguely reflected on prior science experiences focusing on the following questions: Which were the most exciting units? Which were the most boring? Do you remember what made a unit exciting or dull? Or do you primarily remember a specific activity? The student unclearly reflected on prior science experiences focusing on the following questions: Which were the most exciting units? Which were the most boring? Do you remember what made a unit exciting or dull? Or do you primarily remember a specific activity? 10 points 8 points 5 points 2 points Student makes no errors in grammar or spelling that distract the reader from the content. Student makes 1-2 errors in grammar or spelling that distract the reader from the content. Student makes 3-4 errors in grammar or spelling that distract the reader from the content. Student makes more than 4 errors in grammar or spelling that distract the reader from the content. 10 points 8 points 5 points 2 points The paper is written in proper format. All sources used for quotes and facts are credible and cited correctly. Excellent organization, including a variety of thoughtful transitions. The paper is written in proper format with only 1-2 errors. All sources used for quotes and facts are credible and most are cited correctly. Adequate organization includes a variety of appropriate transitions. The paper is written in proper format with only 3-5 errors. Most sources used for quotes and facts are credible and cited correctly. Essay is poorly organized, but may include a few effective transitions. The paper is not written in proper format. Many sources used for quotes and facts are less than credible (suspect) and/or are not cited correctly. Essay is disorganized and does not include effective transitions. Format - APA Format, Citations, Organization, Transitions (10 Points) Create a Science Lesson Plan with a Topic/Concept and Objective (15 Points) Create a Science Lesson Plan with an Initiating Activity and Overview (15 Points) Crreate a Science Lesson Plan with an Evaluation (5 Points) Mechanics -Grammar, Punctuation, Spelling (10 Points) Reflect on Prior Science Experiences (25 Points) Create a Science Lesson Plan with Materials and Advanced Preparation (10 Points) Create a Science Lesson Plan with an Extension (10 Points) ASSIGNMENT 03 Assignment 08 EC400 Early Childhood Math and Science Directions: Be sure to make an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your response should be four (4) double-spaced pages in length; refer to the "Format Requirements" page for specific format requirements. Part 1 Your assignment is to choose an objective relevant to math for the primary grades. You should use your state math standards just as you did with science