0 Does Not Meet Expectations
1 Developing Toward Proficiency
A. Curriculum and Logistics (Statement of Purpose, Standard Course of Study, 21st Century Skills, Curricular Integration, Materials List, Sources, Safety Considerations)
The lesson plan is missing many of the required curriculum or logistical elements.
Minimal to no evidence of NCSCOS content goals, 21st Century skills, developmentally appropriate learning objectives or measurable learning outcomes.
No reference to resources used, materials required or safety issues are evident.
The lesson plan includes all the required curriculum and logistical elements; these elements are detailed enough to be meaningful for a knowledgeable substitute, administrator, or other teacher.
Learning Goals and objectives are connected to NCSCOS; connections to 21st Century skills are noted, objectives are developmentally appropriate for group of learners and expected outcomes are measurable.
Resources used in constructing lesson plan, materials list and safety considerations are provided.
Especially thoughtful and detailed information is included for all the required curriculum and logistical elements. These sections would be especially useful to anyone looking at this lesson plan.
Learning Goals and objectives are clearly connected to NCSCOS and explicitly integrated with 21st Century skills; objectives are developmentally appropriate for all learners and expected outcomes measure stated learning goals and objectives.
Resources used in developing lesson plan are from quality science resources, materials list is complete and thorough and safety considerations are made explicit throughout the plan.
B. Essential Content Knowledge: Teacher Knowledge
Minimal to no evidence of the teacher's breadth or depth of knowledge specific to the learning episode
Evidence of adequate content knowledge for teaching the concepts; indicates understanding of science content and has indicated sufficient content for an outsider reader to proceed with the learning episode.
Evidence of extensive expertise in content knowledge for teaching concepts and can communicate essential content to an outside reader (e.g., administrator, substitute)
C. Understanding of Developmental Level and Student Background Knowledge (Described Appropriateness of Lesson)
The developmental level of the students is not described and/or the lesson is entirely inappropriate for the target audience.
Minimal to no consideration for student background, knowledge or experience evident in design product.
The developmental level of the students is described and the lesson is generally appropriate for the target audience.
Evidence of student background, knowledge and experience is present, but needs further development at least one area: connection to prior NCSCOS curricular strand; or modifications to curricular experiences to meet the needs of the group of learners; or has not developed the learning episode around the experiences and background.
The statement of the developmental level of the students is detailed and specific, noting both the physical and conceptual skills expected and how these relate to the activity. The lesson is an excellent match for the students for whom it was designed.
Evidence that candidate knows what students should know (based on prior NCSCOS curricular strands), has modified curricular expectations for specific group of learners, and has developed meaningful and engaging learning episode based on these experiences.
A minimal number of lower order thinking questions/tasks (according to Bloom’s taxonomy) are used to stimulate student understandings.
Some questions/tasks from several levels of Bloom’s taxonomy are incorporated in the lesson, and sample answers are provided.
Well-formulated questions/tasks from several levels of Bloom’s taxonomy, including higher order, are incorporated throughout the lesson. Excellent sample answers are provided. These questions/tasks facilitate construction of students’ understandings of science concepts.
E. Process Skills
Student use of Science Process Skills is minimal or not evident in the lesson plan. Little or no opportunity is provided for students to gather qualitative and/or quantitative data.
The lesson plan requires students to use several different Science Process Skills, and these are noted in the plan.
Numerous and varied Science Process Skills are woven throughout the the lesson, and these are clearly articulated with specific examples.
Minimal to no evidence of planning that includes engaging the students into the learning episode.
Lacks ability to arouse interest or generate excitement for a class with a diversity of students. Engagement is disconnected from Exploration. No obvious transition, or transition is awkward.
Some planning is evident. May arouse interest of diverse and special needs students. Engagement leads to acceptable transition into Exploration phase.
Evidence in the lesson plan that interests of students has been considered, and the learning episode includes management appropriate to this phase.
Will arouse interest and generate excitement in a diverse variety of students. Engagement shows a strong connection to the Exploration phase. Evidence in the lesson plan that the Engagement of students is appropriate to their background, interests and experiences, and the learning episode includes management appropriate to this phase.
Exploration provides minimal and/or inappropriate opportunities for students to engage in inquiry through active, hands-on exploration. Little or no specific opportunities for student generated questions are evident as students explore.
Exploration provides adequate and appropriately constructed opportunities for students to engage in inquiry through active, hands-on exploration.
Students are provided with some opportunities to gather numerical and/or sense data during the Exploration phase. The lesson plan provides some opportunities for students to generate their own questions as they explore.
Exploration provides varied and carefully constructed opportunities for students to engage in inquiry through active, hands-on exploration.
Special consideration has been given as to how numerical and/or sense data collected can be used to maximize student learning during the Exploration phase. The data collected stimulates students to make discoveries. The lesson plan purposefully addresses opportunities for student generated questions as they explore.
Minimal to no evidence that the lesson plan provides the learners an opportunity to explain what they know about the content or to share their connections (experiences in exploration). No specific attention is paid to the relationship of vocabulary and concepts in this lesson plan.
Evidence in the lesson plan that the learners' explanations of data and experiences from exploration are considered; sharing of this prior knowledge is managed appropriately.
The lesson plan integrates meaningful vocabulary, and this terminology is connected appropriately to the development of science concepts.
Evidence in the lesson plan that the learners' explanations of data and experiences from exploration are incorporated into the episode, that the teacher has guiding questions to draw out these explanations, and that this sharing of experiences is managed for optimal learning.
Appropriate and meaningful vocabulary is integrated throughout the lesson. Conceptual understanding and terminology are connected to one another every step of the way. It is clear when, how, and why new terms will be introduced, connected to one another, and reinforced.
The Expansion phase is missing, is a repeat of elements of previous phases, or is unrelated to the rest of the lesson. Minimal to no evidence in the lesson plan that the lesson plan provides the learners with an opportunity to further or expand on existing knowledge.
The Expansion activity is related to previous phases in the lesson. The lesson plan includes evidence that learners are provided an opportunity to expand on what they have learned. Management of expansion opportunity is addressed.
The Expansion phase provides an excellent opportunity for students to apply and expand their understanding by exploring a new but related phenomenon. The connection between previous phases and the Expansion activity is explicit, and the sense of flow is evident. Expansion phase includes management plan that maximizes students' learning.
Assessments do not match the learning objective(s) and the statement of purpose of the lesson. The evaluation plan is missing or includes formative assessments that are vague and provide minimal evidence of an appropriate assessment process to monitor student understanding of concepts and skills. The final/lesson assessment is vague and provides minimal evidence of an appropriate assessment process to measure student understanding of concepts and skills.
All assessments match the learning objective(s) and the statement of purpose of the lesson. The evaluation plan includes formative assessments that are clear and provide adequate evidence of an appropriate assessment process to monitor student understanding of concepts and skills.
The final/lesson assessment is clear and provides adequate evidence of an appropriate assessment process to measure student understanding of concepts and skills. Expected student outcomes of all assessments are included.
All assessments match the learning objective(s) and the statement of purpose of the lesson. The evaluation plan includes formative assessments that are varied and carefully planned to provide extensive evidence of an appropriate assessment process to monitor student understanding of concepts and skills.
The final/lesson assessment is carefully planned and provides extensive evidence of an appropriate assessment process to measure student understanding of concepts and skills. Expected student outcomes of all assessments are included.
K. Curricular Adaptations and Instructional Modifications
Minimal to no evidence of curricular adaptations or instructional modifications noted in the lesson plan.
Evidence that the needs of the learners (individual and group) have been considered and the content has been adapted to meet possible physical, language-based, cognitive developmental, and/or behavioral differences accordingly.
Evidence that the needs of the learners (individual and group) have been addressed throughout instruction and the content has been adapted to meet possible physical, language-based, cognitive developmental, and/or behavioral differences using the Extended Essential Standards.
L. Analysis and Reflection
No self-reflection on teaching this lesson is present.
The document contains a moderately thoughtful self-reflection. This reflection notes the strengths and weaknesses of the lesson and gives some specifics about what happened when the lesson was taught.
The document includes a thoughtful and thorough self-reflection on this lesson and the experience of teaching it. A variety of insights are offered based on clear descriptions of events, individual student responses, and student quotes.
M. Format, Spelling and Mechanics
The document contains numerous spelling, grammar and format errors and/or it is otherwise unprofessional.
Minor spelling, grammar or format errors appear in the document, but it is reasonably professional.
The document is error-free, in the correct format, and exceptionally professional.