Seesaw Assignment 6: Health Unit Phase 3 - Putting it All Together

Lesson Planning Rubric

Criterion

Distinguished: 4

Proficient: 3

Emerging: 2

Underdeveloped: 1

Health Education

Candidates know, understand, and 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

Plans lessons that integrate extensive knowledge of healthy choices, concerns, and lifestyle in accordance with academic standards. Lessons address multiple facets of the  dangers of diseases and activities that may contribute to disease, and lead students to habits and goal-setting behaviors that recognize potentially dangerous situations, clarify misconceptions, and find reliable
sources of information.

Plans lessons that integrate some knowledge of healthy choices, concerns, and lifestyle in accordance with academic standards. Lessons address some dangers of diseases and activities that may contribute to disease, and lead students to habits and goal-setting behaviors that recognize potentially dangerous situations, clarify misconceptions, and find reliable
sources of information.

Plans lessons that do not fully integrate knowledge of healthy choices, concerns, and lifestyle in accordance with academic standards. Lessons provide some explanation but fail to address the dangers of diseases and activities that may contribute to disease, healthy habits and goal-setting behaviors, misconceptions, and/or reliable
sources of information.

Physical Education

Candidates know, understand, and use—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

Plans lessons that integrate extensive knowledge of the value and benefits associated with physical activity. Lessons provide for activities that allow both teachers and students to model the critical
importance of physically active lifestyles, and sensitivity to physical movement as a key component to a healthy body and mind.

Plans lessons that integrate some knowledge of the value and benefits associated with physical activity. Lessons provide for activities that allow either teachers or students to model the critical
importance of physically active lifestyles, and sensitivity to physical movement as a key component to a healthy body and mind.

Plans lessons that do not fully integrate knowledge of the value and benefits associated with physical activity. Lessons provide some activities that allow teachers or students to serve as models for the importance of physically active lifestyles. Little sensitivity expressed for physical movement as a key component to a healthy body and mind.

Does not plan lessons that integrate knowledge of the value and benefits associated with physical activity. Lessons fail to address the modeling of physically active lifestyles. No sensitivity is expressed for physical movement as a component for healthy body and mind.

Summary

ACEI  1

Plans lessons that integrate learning theories. Provides convincing evidence to demonstrate and clearly explain how the lesson can provide learning opportunities that support children’s physical, social, emotional, intellectual, linguistic and personal development.

Appropriate learning theories are selected to support decisions of planning instruction. Provides sufficient evidence to demonstrate and explain how the lesson can provide learning opportunities that support children’s physical, social, emotional, intellectual, linguistic and personal development.

Provides some explanation but limited evidence to demonstrate how the lesson can provide learning opportunities that support children’s physical, social, emotional, intellectual, linguistic and personal development.

Displays no knowledge of how children learn and develop. Provides no evidence to demonstrate or clearly explain how the lesson can provide learning opportunities that support children’s physical, social, emotional, intellectual, linguistic and personal development.

Objectives based on state and/or national standards

ACEI 3.1

All learning outcomes stated in specific, measurable, observable terms and appropriate for content and time. Objectives aligned with assessment.

Most learning outcomes stated in measurable and observable terms and appropriate for content and time. Objectives aligned with assessment.

Inappropriate for content or time. Learning outcomes not stated in specific, measurable and observable terms.

Student characteristics not considered. Terminology not specific, measurable, and observable.

Content Knowledge: Evidence Based Instruction
ACEI  2

Provides evidence-based and developmentally appropriate assessment, instruction, interventions, and extensions, related to the disciplinary content.

Uses some evidence-based and developmentally appropriate assessments, instructional strategies, or interventions related to the disciplinary content.

Provides few evidence-based or developmentally appropriate assessments or instructional strategies related to the disciplinary content.

Provides no evidence-based nor developmentally appropriate assessments or instructional strategies related to the disciplinary content. 

Differentiated Instruction and Adaptations

ACEI 3.2

Thoughtful and appropriate instructional adaptation for individual needs based on discipline. Plan is realistic and explained clearly and thoroughly. All learners’ needs are considered in the plan.

Appropriate adaptations for a particular classroom setting in the discipline. Plan is realistic and explained clearly.

The adaptation plan is not clearly explained or not practical based on the discipline, or draws unwanted attention to certain learners.

No instructional adaptation for individual needs.

Integrating and applying knowledge for instruction—Candidate plans instruction
based on knowledge of
students, learning theory,
subject matter, curricular
goals, and community.

Candidate designs an integrated lesson plan using appropriate academic standards, current learning theory, correct K-6 subject matter content, curriculum development, and knowledge of students and community. The lesson incorporates multiple instructional strategies that meet the needs of all students. The lesson is student-centered, engaging, and meaningful. The lesson includes the appropriate use of technology.

Candidate designs an integrated lesson plan using appropriate academic standards, current learning theory, correct K-6 subject matter content, curriculum development, and knowledge of students and community. The lesson incorporates multiple instructional strategies that are student-centered, engaging, and meaningful. Candidate does not use technology.

Candidate designs an integrated lesson plan that is missing one or more of the following: using appropriate academic standards, current learning theory, correct K-6 subject matter content, curriculum development and knowledge of students and community.

Development of critical thinking and problem solving—Candidate uses a variety of
teaching strategies that encourage elementary students’ development of
critical thinking, problem solving, and performance
skills.

Candidate successfully designs and/or implements a variety of instructional teaching and learning strategies and technological resources to support student development in critical thinking, problem-solving, and performance skills.

Candidate successfully designs and/or implements a variety of instructional teaching and learning strategies and technological resources to support student development in critical thinking, problem-solving, and performance skills.

Candidate successfully designs and/or implements a limited variety of instructional teaching and learning strategies and technological resources to support student development in critical thinking, problem-solving, and performance skills.

Candidate implements few or no instructional teaching and learning strategies and technological resources to support student development in critical thinking, problem-solving, and performance skills.

Candidate uses knowledge of individual and group motivation and behavior among K-6 students to foster active engagement in learning, self-motivation, and
positive social interaction.

Candidate demonstrates and/or plans for effective classroom management by using a variety of strategies to promote active learning, self-motivation, and a positive classroom environment. There is consistent evidence of use of behavior management strategies that promote positive social interactions. Candidate shows evidence of modification and accommodation strategies for all students.

Candidate demonstrates and/or plans for effective classroom management by using a variety of strategies to promote active learning, self-motivation, and a positive classroom environment. There is consistent evidence of use of behavior management strategies that promote positive social interactions.

Candidate demonstrates and/or plans for inconsistent use of management strategies.

Candidate does not design or create a positive, supportive learning environment in the classroom.

Candidate demonstrates knowledge of and ability to use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, emotional and physical development of each elementary student.

Candidate uses and/or plans for formative and summative assessments to plan, adapt, evaluate, and strengthen instruction for all students. All assessments are aligned to standards and lesson objectives. Strategies for re-teaching are included. Summative assessments are project-based. Rubrics are used on summative assessments.
There is clear evidence of differentiation with respect to assessments for ALL learners.

 Candidate uses and/or plans for formative and summative assessments to plan, evaluate, adapt, and strengthen instruction for all students. All assessments are aligned to standards and lesson objectives. Strategies for re-teaching are included. Summative assessments are project-based. Rubrics are used on summative assessments.
There is clear evidence of differentiation with respect to assessments for ALL learners.

Candidate uses and/or plans for formative and summative assessments to plan, evaluate, adapt, and strengthen instruction for all students. All assessments are aligned to standards and lesson objectives.

Candidate does not plan for and/or use both formative and summative assessments to plan, evaluate, adapt, and strengthen instruction for all students. Or, assessments are not aligned to standard and lesson objective.