See Attached assignment as well as the rubric
Due Date: 11:59 pm EST Sun day of Unit 2 Points: 100 Overview: Knowing that science is at the heart of the questions children ask and topics that they are interested in, this assignment asks you to : 1) select one article from the list provided , 2) discuss how you will use this information to plan an activity aligned t o an early learning standard that you select , and 3) u se the topic that you selected in Unit 1 to help you focus, direct and plan the activit y. Instructions: A. Activity Plan Pr eparation 1. Based on your topic selected in Unit 1, choose one article from the Unit 2 Assignment: Activity Plan Article Selections for your activity plan . You must use an article from these selections to receive credit for this assignment. 2. Provide a citation for the article in APA 7 forma t. 3. In your own words : a) summarize the main idea of the article that you will use in your activity plan , and b) Provide an example of how the article idea can deepen child learning about your topic . 4. Choose one early learning standard (infants through 8 years) that you will use for this activity plan. You may choose the standard from your home state’s standards or from the Connecticut Early Learning and Development Standards (CTELDS). B. Activity Plan Describe your activ ity plan with the following elements: 1. Name the topic: List your topic selection from Unit 1. 2. Name the activity. Provide a descriptive activity name . 3. Describe the activity. What are you asking children to do? CHS250 – STEM in the Early Childhood Education Classroom Unit 2 Assignment: Activity Plan 4. Write the selected early learning standard. Include the text of the standard and the source/state. Refer to the unit optional resources to find websites for state and CT early learning standards. 5. Identify l earning goal . Refer to your topic and u se the early learning standard that you selected for this lesson to write one learning goal . The learning goal should describe what the children will learn , know, or be able to do as a result of the lesson. Briefly explain how the learning goal connects to the to pic and early learning standard. 6. Identify v ocabulary words: Identify and list 3-5 vocabulary words that relate to your topic , will be used with the children during the activity , and will build their understanding of the concept(s). 7. Identify m aterials: List concept -related materials for children’s hands -on learning about the topic . 8. Describe c ommunity and family involvement: Briefly and explicitly describe one idea for how you could involve the family and community in child ren’s learning about the topic. Requirements: • Submit a Word document in APA 7 format (with Title Page and Reference Page). • Minimum t wo (2) pages in length, excluding the Title and Reference pages. Be sure to read the criteria below by which your work will be evaluated before you write and again after you write. Evaluation Rubric for Activity Plan Assignment CRITERIA 4 Exemplary 3 Proficient 2 Needs Improvement 1 Deficient 13 Points 10 – 12 Points 8 – 9 Points 0 – 7 Points Summary of Selected Article NAEYC 6d.Integrating knowledgeabl e , reflective, and critical perspectives on early education. Explicit summary written in own words. Clearly identifies the main idea for the activity plan.
Specific example of how the article idea can deepen child learning about topic . Substantive summary written mainly in own words.
Identifies the main idea for the activity plan but description lacks clarity or misses aspects of the main idea. Mostly specific example of how the article idea can deepen child learning about topic. Brief summary missing key details of the main idea . Part ially written in own words with some overuse of article quotes.
Somewhat specific example of how the article idea can deepen child learning about topic. Summary is missing most or all key detail s about the main idea of the article . Primarily uses verbiage from the instructions or lengthy quotes from the resource . Missing, vague or inadequate example of how the article idea can deepen child learning about topic. 12 Points 10 – 11 Points 7 – 9 Points 0 – 6 Points Topic and Early Learning Standard NAEYC 5c. Using appropriate learning standards to design developmentall y meaningful, and challenging curriculum for each child. Includes topic and one early learning standard from CTELDS or home state. Provides exact wording of the standard and the source/state. Includes topic and one early learning standard.
Incomplete wording of the standard and/or the source/state. Includes topic.
and one early learning standard. Missing wording of the standard or the source/state. Missing multiple elements, or inadequate information about the topic, early learning standard, and/or source/state. 12 Points 10 – 11 Points 7 – 9 Points 0 – 6 Points Activity Name and Description NAEYC 5a. Understanding content knowledge and resources in academic disciplines . Descriptive activity name and specific activity description that explains precisely what the children will do. Evident connection in the activity description to the article’s main id ea and demonstration of how the article informs the planned activity. Activity name is mostly descriptive of the activity and sufficiently explains what the children will do. L acks some specificity or minor descriptive elements.
Mostly clear connection in the activity description to the article’s main idea and demonstration of how it informs the planned activity. Activity name is somewhat descriptive of the activity.
Activity description is vague, lacking specific explanation of what the children will do. Some connection evident in the activity description to the article’s main idea and demonstration of how it informs the planned activity. Activity name is missing or not descriptive of the activity.
Activity description fails to provide adequate explanation what children will do. Little to no connection evident in the activity description to the article’s main idea and/or the planned activity. 12 Points 10 – 11 Points 7 – 9 Points 0 – 6 Points Learning Goa l NAEYC 1c. Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children. Explicit and concise learning goal indicates what children will learn, know and be able to do. Explanation demonstrates well -planned connection to the early learning standard and topic. Specific and concise learning goal indicates what children will learn, know and be able to do . Explanation demonstrates direct connection to the early learning standard and topic. Clear and con cise learning goal indicates what children will learn, know an d/or be able to do . Explanation demonstrates somewhat clear connection to the early learning standard and topic. Learning goal is missing or inadequate in demonstrating what children wi ll lear n, know or be able to do. Little to no connection to the early learning standard and topic is apparent. 12 Points 10 – 11 Points 7 – 9 Points 0 – 6 Points Vocabulary words NAEYC 5a.
Understanding Identifies 3 -5 vocabulary words that directly relate to the selected Identifies3 -5 vocabulary words that mostly rel ate to the selected Identifies vocabulary words that are vaguely related to selected Missing vocabulary words and/ or words provided are unrelated to content knowledge and resources in academic disciplines:
language and literacy; mathematics; science ; and social studies. topic, planned concept(s) and planned activity. topic, planned concept(s) and planned activity. topic, planned concept(s) and planned activity. the se lected topic and planned concepts and activity 12 Points 10 – 11 Points 7 – 9 Points 0 – 6 Points Materials NAEYC 4c. Using a broad repertoire of developmentall y appropriate teaching/learni ng approaches Identifies concept -related materials that are directly connected to hands on - learning about the topic. Identifies concept -related materials that are mostly connected to hands on - learning about the topic. Identifies concept -related materials that are vaguely connected to hands on - learning about the topic. Materials are missing, inadequate and/or unrelated to concept. Little to no connection to hands on - learning about the topic. 12 Points 10 – 11 Points 7 – 9 Points 0 – 6 Points Family and Community Involvement NAEYC 2c.
Involving families and communities in young children’s development and learning Explicit description of one idea to involve the family and community in children’s learning about the topic. Substantively detailed description of one idea to involve the family and co mmunity in children’s learning about the topic. Vaguely detailed description of one idea to involve the family and community in children’s learning about the topic. Missing or inadequate description of an idea to involve the family and community in childr en’s learning about the topic. 5 Points 4 Points 3 Points 0 – 2 Point s Paper Length Standard SS3 Grammar, Spelling and sentence structure.
Student is proficient in Fully m eet s minimum length requirement. Mostly meets minimum length requirement. Somewhat meets minimum length requirement. Significantly missed minimum length requirement. reading and writing. 5 Points 4 Points 3 Points 0 – 2 Points Professional Writing Standard SS3 Grammar, Spelling and sentence structure.
Student is proficient in reading and writing. Writing and format are clear, professional and error free. Few errors that do not impede professional presentation. Many errors that do not impede professional presentation. Significant errors impede professional presentation; guidelines not followed. 5 Points 4 Points 3 Points 0 – 2 Points APA Format Standard SS3 Grammar, Spelling and sentence structure.
Student is proficient in reading and writing. APA compliant. Few errors in APA. Significant errors in APA. APA not followed.
