Assignment
Science Literature Kit (Science Curriculum Package)
Instructional Material Development
Guidelines and Grading Rubric
Rationale
• Teachers should be able to locate, adapt, and/or develop their own hands-on enrichment science activities and generate these activities using free and/or inexpensive materials.
• Activities should be developed in which individual students gain experiences in doing science and not simply observing a demonstration.
o An important element of doing science is collecting and evaluating information (data) during or at the end of performing an activity.
• Sometimes teaching materials are not always available to adequately address topics or aid in student understanding of concepts presented within the regular school curriculum.
o In these cases, teachers should be able to create innovative materials to meet their needs as well as the needs of their students.
Assignment
The Science Curriculum Package (Science Lit Kit) should be designed for an individual student to use independently in a learning center. Think of this as a supplemental hands-on science activity or experiment in a self-explanatory package.
For this assignment you must choose a topic related to SCIENCE.
To create your Science Curriculum Package, you will need to do the following:
• Obtain (Library check-out is fine) a science-oriented literature book. Remember that a literature book is not a textbook nor is it a collection of activities – it tells a story within a science theme (e.g. The Lorax, by Dr. Suess; The Great Kapok Tree, by Lynn Cherry, How does Groundhog’s Garden Grow, by Lynn Cherry, Diary of an Earthworm, by Doreen Cronin, Sam Plants a Sunflower, by Kate Petty, What do you do with a Tail like this, by Robin Page). Use the book to help introduce the student to the science topic.
• Prepare 5-7 questions for the student to answer during or after reading the book. These questions should be well thought out and help the student to develop and sharpen reasoning skills. You may choose to have the student answer these questions as the book is being read or afterwards. Include paper for the student to write down the answers.
• Develop (adapt or adopt) at least one science activity that relates to the topic of the book.
o You may include other activities, but must include one that generates observable data for the student to document.
o If your student begins with a question, manipulates while collecting information or data, then uses that information/data to answer the question you have accomplished this task – a craft CANNOT accomplish this task, but crafts are always a nice addition afterward so that the student continues to have fun with the topic chosen.
o Reminder, you must develop this activity to foster basic science processes; student must be given the opportunity to make predictions or inferences prior to experiment or activity involvement. If student is able to answer this question accurately prior to conducting the activity, then your kit is not age appropriate and the child has not gained knowledge through experience.
• Describe How the Data is to Be Collected and Communicated. The data can be collected and communicated in a variety of formats: a graphic organizer, a journal entry, a table, or a graph.
o Must Show guidance with information/data collection– ensure that the journal/table/graph exercise is appropriate for target age level
if a student is required to keep a journal, provide the journal equipped with questions on each page for the student to answer;
for a table, provide the table equipped with columns/rows labeled;
to graph results, provide an example.
o Include questions to go along with the data collection to help the students make sense of the data.
For example, if students create a graph of data collected in the activity, there should be questions related to the graph(s) interpretation. If students collected information in a daily journal throughout the activity, there should be questions related to journal interpretation (students should be encouraged to use their journal to answer questions).
• If students are recording each day for 30 days, which stage of development (larvae/pupa/adult) the mealworm was in; assessment question should be “How many days was the mealworm in the pupa stage?” NOT: “On day 12, What stage was the mealworm in?”
• Include a representation of all materials and instructions with which to perform the activity.
o DO NOT USE anything living or anything that could decompose or anything really heavy placed in the kit. If your kit requires an apple, include a picture of an apple in your kit; if your kit requires a worm, caterpillar or plant, use a picture of that living organism in your kit; if your kit requires lots of water, use an empty water bottle in your kit.
• Design an assessment tool to provide you information about the student’s performance in acquiring new knowledge and skills as a result of this curriculum package.
o Remember, Authentic Assessment is inquiry strategy for assessing the knowledge gained by the experience; a question/answer scenario will NOT satisfy these criteria. Think how you as a teacher could allow the student to record or demonstrate his/her knowledge gained using alternate assessment tools/ideas discussed in class.
o Learning by Inquiry Approach to Assessment: Here are some examples of learning by inquiry assessment tools: writing a letter; concept map manipulation/construction; role playing; student generated questions with answer bank; manipulation/construction of a model, drawing a picture, making a diagram, or another experimentation building upon the initial activity. Student should not realize that he/she is being ‘tested’ on the subject.
• Place your Science Curriculum Package in a sturdy, secure container able to hold ALL the contents. Your name should be clearly present. Tape (securely) to the inside of the container’s lid step-by-step instructions on how to use the package (e.g. #1 read the book, #2 answer the questions about the book, #3 do the activity, etc…)
• Write Formal Lesson Plan in which you include:
a. Lesson Opening: include the title of your Science Curriculum Package, the Book title, author and resource information, and the grade level that is intended for.
b. Overview of the scientific principle(s) or concept(s) that are covered in the kit. (For example, if the topic of the book is water pollution, you should provide the science background on that topic – What it is?, Sources of water pollution?, Consequences?, etc) (1.5 page minimum for this section)
c. All the ‘Scientific Practices covered in the kit (observations, inferences, collecting data, etc.). (Do not simply list the skills covered, you must provide when, where, why, and how).
d. List and provide a brief description of the MSS/NGSS , CCSS Standards and any other objectives/outcomes that your package addresses.
* Must include the code/brief description of standard(s)/ and where in the kit you
satisfy this requirement.
e. Include Teacher Procedures, materials, specific strategies used, accommodations for
diverse learners, explain how you will measure if objectives are met, rubric or
checklist guidelines.
f. A list of various References (books, journal articles, and websites) used to develop your curriculum package. You should use a variety of resources. Use APA style for reference presentation. (examples below )
Example of References:
From a book:
Gabel, D. L. (1993). Introductory science skills (2nd Ed.). Prospects Heights, IL:
Waveland Press, Inc.
From an article:
Jenness, M. (1987). Schoolyard hikes. Science and children, 24(6), 23-24.
From the Web:
Osaka, U. (1996). The human body. Retrieved January 1, 2009 from
www.imcb.osaka-u.ac.ip/bodymap/gallery/aolglk.html.
From a person:
Reno, Kariann. Adjunct Faculty Instructor at Wayne State University,
College of Education.
• Include the Grading Rubric below with your curriculum package
Science Curriculum Package: Grading Rubric
Student Name__________________________________________________
Max. Pts Pts Earned
• A science-oriented literature book 5 _________
• 5-7 challenging questions about the content of the book 5 _________
o Presentation of these questions must show guidance
• List of required materials and detailed instructions for a
hands-on science activity that generates data. 12 _________
o Guidance for using the data as evidence must be provided
• Assessment tools 12 _________
o Presentation of the assessment must be authentic
o Assessment must show inquiry based evaluation of knowledge
• A sturdy and secure container with required materials
represented 1 _________
• A sufficient set of step-by-step instructions
taped to the inside lid of the container, simple and brief 1 _________
• A product reflecting scientific inquiry and creativity 8 _________
• Write a Formal Lesson Plan that includes:
Title Page: title of your Curriculum Package (be creative)
and grade level it is intended for 1 _________
An overview of the science concepts emphasized
(1.5 pages, 12-font, Times New Roman, 2.0 spaced) 5 _________
Scientific Practices students will use 10 _________
(List the Skills plus add a brief explanation for each)
MSS-NGSS/CCSS addressed 5 _________
Teacher Procedures (Materials and instructions for
lesson activities 10 _________
Assessment Strategies 3 _________
Accommodations for diverse learners 2 _________
List of all references used in the preparation of the kit. 5 _______
• Performance in Field Classroom or Peer Presentation 15 _______
______________________________________________date:______________________
Total points out of 100 possible _________