Benchmark – Science/Health Unit Plan
8694Effective educators plan appropriate, effective science instruction that meets the learning needs of a diverse classroom. Unit plans provide a scaffolded approach to students, allowing educators to build upon instruction over several days.
For this benchmark assignment, utilize the “3 Day Unit Plan Template” to create a unit plan outlining three integrated science and health lessons for the students listed in the “Class Profile.” Choose a grade level for the students, then select one NGSS from the physical, life, or earth/space sciences as well as one NHES for the three-lesson unit. You may adapt any previous assignments in the creation of this unit plan, as long as the three lessons form a planned, cohesive unit.
In your unit, design the three lesson plans so that they:
Incorporate the 5Es.
Use strategies that engage students through movement or physical activity.
In 250-500 words, rationalize your choices in developing the unit plan. How did designing instruction to include movement or physical activity for elementary students support a healthy lifestyle and an enhanced quality of life?
APA format is not required, but solid academic writing is expected.
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. A link to the LopesWrite technical support articles is located in Course Materials if you need assistance.
Program competencies and national standards assessed in the benchmark assignment:
BS in Elementary Education
BS in Elementary Education and Special Education
BS in Elementary Education with an Emphasis in English as a Second Language
BS in Elementary Education with an Emphasis in STEM
BS in Elementary Education with an Emphasis in Teaching Reading
2.2: Use fundamental concepts of physical, life, and earth/space sciences to design and implement age-appropriate 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); GCU Mission Critical 2]
2.6: Use the major concepts in the subject matter of health education to create opportunities for student development and practice skills that contribute to good health. [ACEI 2.6; InTASC 5(j); GCU Mission Critical 2]
2.7: Use—as appropriate to their own understanding and skills—human movement and physical activity as central elements to foster active, healthy lifestyles, and enhanced quality of life for elementary students. [ACEI 2.7; GCU Mission Critical 2]
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