PLEASE USE TEMPATE Create a unit plan integrating science and math content of fractions, decimals, and/or percents. Ensure you have listed each of the science (NSES)) and math (NCTM) standards to include learning goals and objectives. Create the unit plan including the following: Clear-cut objectives that align to standards Relevant materials and resources Differentiation of instruction to address the diverse needs of students. Name the differentiation strategies for the specific diverse groups. Problem solving and inquiry strategies The 12 science processes Concrete manipulatives to help develop science and fraction/decimal sense Informal and/or formal assessment that align with objectives Authentic, formative and/or summative assessments Allow for student reflection Write a narrative of 1,000-1,250 words that addresses the assignment criteria, gives specific examples from the unit plan, and state your rationale. Prepare this assignment according to the APA Style Guide, located in the Student Success Center. An abstract is not required. Include an appendix to the paper that is a copy of the unit plan. This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. Welcome to the final week! This week we will be exploring how to create a unit that integrates both math and science. It is cross curricular. Your assignment this week is the benchmark assignment for the course. Review the benchmark document found in the syllabus for specific instructions for the assignment.  I have attached a template in the course add-ons. I strongly suggest that you use the template for this assignment.  Be sure to review the rubric for this assignment before submitting. You will need to submit this assignment both in the Loud Cloud classroom and in Task Stream. A 20% deduction will be taken if you do not submit to Task Stream, per university policy. Remember to also submit your practicum log showing 20 hours.  Again, you will be turning in the following to both Loud Cloud and Task stream: This can be submitted as 1 document or attached separately. 1) Assignment Template (this is the reflection piece) 2) Unit Pan:  Have 5 lesson plans.     3) Practicum Log-show all 20 hours Friendly Reminders and Common Questions 1)   What if I was simply unable to complete the practicum, even with the deadline? You must take the 20% deduction from the benchmark. You could still pass the course however. 2)   When you are designing your unit plan, remember it needs to be for grades 3 to 8.  3)    Remember you need to have 5 total lessons to make up the unit plan.  4)   E veryone must have the following submitted into Loud cloud AND Task stream by Sunday: Do not forget to include the Task stream rationale to avoid a deduction. Here is the website:  http://www.gcu.edu/Documents/Adding-your-RATIONALE-to-Each-Module-14.pdf Benchmark- Integrating Science and Mathematics 1 Unsatisfactory .

1. PLEASE USE TEMPATE
Create a unit plan integrating science and math content of
fractions, decimals, and/or percents.
Ensure you have listed each of the science (NSES)) and math
(NCTM) standards to include learning goals and objectives.
Create the unit plan including the following:
Clear-cut objectives that align to standards
Relevant materials and resources
Differentiation of instruction to address the diverse needs of
students. Name the differentiation strategies for the specific
diverse groups. Problem solving and inquiry strategies
The 12 science processes
Concrete manipulatives to help develop science and
fraction/decimal sense
Informal and/or formal assessment that align with objectives
Authentic, formative and/or summative assessments
Allow for student reflection
Write a narrative of 1,000-1,250 words that addresses the
assignment criteria, gives specific examples from the unit plan,
and state your rationale.
Prepare this assignment according to the APA Style Guide,
located in the Student Success Center. An abstract is not
required. Include an appendix to the paper that is a copy of the
unit plan.
This assignment uses a rubric. Review the rubric prior to
beginning the assignment to become familiar with the
expectations for successful completion.
Welcome to the final week!
This week we will be exploring how to create a unit that
integrates both math and science. It is cross curricular. Your
assignment this week is the benchmark assignment for the
course. Review the benchmark document found in the syllabus
for specific instructions for the assignment.
I have attached a template in the course add-ons. I strongly

2. suggest that you use the template for this assignment.
Be sure to review the rubric for this assignment before
submitting.
You will need to submit this assignment both in the Loud Cloud
classroom and in Task Stream. A 20% deduction will be taken if
you do not submit to Task Stream, per university policy.
Remember to also submit your practicum log showing 20 hours.
Again, you will be turning in the following to both Loud Cloud
and Task stream: This can be submitted as 1 document or
attached separately.
1) Assignment Template (this is the reflection piece)
2) Unit Pan: Have 5 lesson plans.
3) Practicum Log-show all 20 hours
Friendly Reminders and Common Questions
1) What if I was simply unable to complete the practicum,
even with the deadline? You must take the 20% deduction from
the benchmark. You could still pass the course however.
2)
When you are designing your unit plan, remember it needs to be
for grades 3 to 8.
3)
Remember you need to have 5 total lessons to make up the unit
plan.
4) E
veryone must have the following submitted into Loud cloud
AND Task stream by Sunday: Do not forget to include the Task
stream rationale to avoid a deduction. Here is the website:
http://www.gcu.edu/Documents/Adding-your-RATIONALE-to-
Each-Module-14.pdf
Benchmark- Integrating Science and Mathematics

3. 1
Unsatisfactory
0.00%
2
Less than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
15.0 %
Applying ACEI Standards
2.0 %
1.0 Development, Learning, and Motivation
Does not know, understand, or use the major concepts,
principles, theories, and research related to development of
children and young adolescents to construct learning
opportunities that support individual students’ development,
acquisition of knowledge, and motivation.
Knows and understands some of the concepts, principles,
theories, and research related to development of children and
young adolescents to construct learning opportunities that
support individual students’ development, acquisition of
knowledge, and motivation, but rarely uses them effectively.
Knows, understands, and effectively uses the major concepts,
principles, theories, and research related to development of
children and young adolescents to construct learning
opportunities that support individual students’ development,

4. acquisition of knowledge, and motivation.
Knows, understands, and carefully uses the major concepts,
principles, theories, and research related to development of
children and young adolescents to construct learning
opportunities that support individual students’ development,
acquisition of knowledge, and motivation.
Knows, understands, and methodically uses the major concepts,
principles, theories, and research related to development of
children and young adolescents to construct learning
opportunities that support individual students’ development,
acquisition of knowledge, and motivation.
15.0 %
Applying ACEI Standards
2.0 %
2.2 Science
Does not know, understand, or use fundamental concepts of
physical, life, and earth/space sciences. Cannot design or
implement age-appropriate inquiry lessons to teach science, to
build student understanding for personal and social
applications, and to convey the nature of science.
Knows and understands some fundamental concepts of physical,
life, and earth/space sciences, but rarely use them effectively.
Can design, but rarely implements age-appropriate inquiry
lessons effectively to teach science, to build student
understanding for personal and social applications, and to
convey the nature of science.
Knows, understands, and effectively uses fundamental concepts
of physical, life, and earth/space sciences. Can effectively
design and implement age-appropriate inquiry lessons to teach
science, to build student understanding for personal and social
applications, and to convey the nature of science.
Knows, understands, and uses fundamental concepts of physical,
life, and earth/space sciences. Carefully designs and implements
age-appropriate inquiry lessons to teach science, to build

5. student understanding for personal and social applications, and
to convey the nature of science.
Knows, understands, and uses fundamental concepts of physical,
life, and earth/space sciences. Can methodically design and
implement age-appropriate inquiry lessons to teach science, to
build student understanding for personal and social
applications, and to convey the nature of science
15.0 %
Applying ACEI Standards
2.0 %
2.3 Mathematics
Does not know, understand, or use the major concepts and
procedures that define numbers and operations, algebra,
geometry, measurement, and data analysis and probability. Does
not engage in problem solving, reasoning or proof,
communication, connections, or representation.
Knows and understands some of the major concepts and
procedures that define numbers and operations, algebra,
geometry, measurement, and data analysis and probability, but
rarely uses them. Rarely engages in problem solving, reasoning
and proof, communication, connections, and representation.
Knows, understands, and uses the major concepts and
procedures that define numbers and operations, algebra,
geometry, measurement, and data analysis and probability.
Sometimes engages in problem solving, reasoning and proof,
communication, connections, and representation.
Knows, understands, and uses the major concepts and
procedures that define numbers and operations, algebra,
geometry, measurement, and data analysis and probability.
Generally engages in problem solving, reasoning and proof,
communication, connections, and representation.
Knows, understands, and uses the major concepts and
procedures that define numbers and operations, algebra,
geometry, measurement, and data analysis and probability.

6. Consistently engages in problem solving, reasoning and proof,
communication, connections, and representation.
15.0 %
Applying ACEI Standards
2.0 %
3.1Integrating and Applying Knowledge for Instruction
Does not plan or implement instruction based on knowledge of
students, learning theory, connections across the curriculum,
curricular goals, or the community.
Rarely plans or implements instruction based on knowledge of
students, learning theory, connections across the curriculum,
curricular goals, and the community.
Plans and implements instruction based on knowledge of
students, learning theory, connections across the curriculum,
curricular goals, and the community.
Skillfully plans and implements instruction based on knowledge
of students, learning theory, connections across the curriculum,
curricular goals, and the community.
Methodically plans and implements instruction based on
knowledge of students, learning theory, connections across the
curriculum, curricular goals, and the community.
15.0 %
Applying ACEI Standards
2.0 %
3.2 Adaptation to Diverse Students
Does not understand how elementary students differ in their
development and approaches to learning, nor create
instructional opportunities that are adapted to diverse students.
Does not completely understand how elementary students differ
in their development and approaches to learning, and rarely
creates instructional opportunities that are adapted to diverse
students.

7. Understands how elementary students differ in their
development and approaches to learning, and creates
instructional opportunities that are adapted to diverse students.
Understands how elementary students differ in their
development and approaches to learning, and skillfully creates
instructional opportunities that are adapted to diverse students.
Understands how elementary students differ in their
development and approaches to learning, and methodically
creates instructional opportunities that are adapted to diverse
students.
15.0 %
Applying ACEI Standards
2.0 %
3.3 Development of Critical Thinking and Problem Solving
Does not understand or use a variety of teaching strategies that
encourage elementary students’ development of critical thinking
or problem solving.
Understands, but rarely uses a variety of teaching strategies that
encourage elementary students’ development of critical thinking
and problem solving.
Understands and uses a variety of teaching strategies that
encourage elementary students’ development of critical thinking
and problem solving.
Understands and efficiently uses a variety of teaching strategies
that encourage elementary students’ development of critical
thinking and problem solving.
Understands and meticulously uses a variety of teaching
strategies that encourage elementary students’ development of
critical thinking and problem solving.
15.0 %
Applying ACEI Standards
1.0 %

8. 3.4 Active Engagement in Learning
Does not use knowledge and understanding of individual and
group motivation and behavior among students at the K-6 level
to foster active engagement in learning, self-motivation,
positive social interaction and to create supportive learning
environments.
Rarely uses knowledge and understanding of individual and
group motivation and behavior among students at the K-6 level
to foster active engagement in learning, self-motivation,
positive social interaction and to create supportive learning
environments.
Uses knowledge and understanding of individual and group
motivation and behavior among students at the K-6 level to
foster active engagement in learning, self-motivation, positive
social interaction and to create supportive learning
environments.
Carefully uses knowledge and understanding of individual and
group motivation and behavior among students at the K-6 level
to foster active engagement in learning, self -motivation, and
positive social interaction and to create supportive learning
environments.
Masterfully uses knowledge and understanding of individual
and group motivation and behavior among students at the K-6
level to foster active engagement in learning, self-motivation,
positive social interaction and to create supportive learning
environments.
15.0 %
Applying ACEI Standards
1.0 %
4.0 Assessment for Instruction
Does not know, understand, or use formal and informal
assessment strategies to plan, evaluate, or strengthen instruction
that will promote continuous intellectual, social, emotional, and
physical development of elementary students.

9. Knows, understands, but rarely uses some formal and informal
assessment strategies to plan, evaluate, and strengthen
instruction that will promote continuous intellectual, social,
emotional, and physical development of elementary students.
Knows, understands, and uses formal and informal assessment
strategies to plan, evaluate, and strengthen instruction that will
promote continuous intellectual, social, emotional, and physical
development of elementary students.
Knows, understands, and effectively uses formal and informal
assessment strategies to plan, evaluate, and strengthen
instruction that will promote continuous intellectual, social,
emotional, and physical development of elementary students.
Knows, understands, and strategically uses formal and informal
assessment strategies to plan, evaluate, and strengthen
instruction that will promote continuous intellectual, social,
emotional, and physical development of elementary students.
15.0 %
Applying ACEI Standards
1.0 %
5.1 Professional Growth, Reflection, and Evaluation
Not aware of and does not reflect on the practice in light of
research on teaching, professional ethics, and resources
available for professional learning; does not evaluate the effects
of their professional decisions and actions on students, families,
and other professionals in the learning community or actively
seek out opportunities to grow professionally.
Rarely aware of and scarcely reflects on the practice in light of
research on teaching, professional ethics, and resources
available for professional learning; seldom evaluates the effects
of their professional decisions and actions on students, families,
and other professionals in the learning community and does not
seek out opportunities to grow professionally.
Aware of and reflects on the practice in light of research on
teaching, professional ethics, and resources available for

10. professional learning; occasionally evaluates on the effects of
their professional decisions and actions on students, families,
and other professionals in the learning community and seeks out
opportunities to grow professionally.
Aware of and reflects on the practice in light of research on
teaching, professional ethics, and resources available for
professional learning; typically evaluates the effects of their
professional decisions and actions on students, families, and
other professionals in the learning community and seeks out
opportunities to grow professionally.
Aware of and reflects on the practice in light of research on
teaching, professional ethics, and resources available for
professional learning; continually evaluates the effects of their
professional decisions and actions on students, families and
other professionals in the learning community and actively
seeks out opportunities to grow professionally.
70.0 %
Content
18.0 %
Standards and Objectives
No standards are mentioned in the lesson. Lesson objectives are
not aligned to standards.
Standards are inconsistently alluded to in the lesson. Lesson
objectives are minimally aligned to standards. Too many or too
few standards are included. Lesson may name many standards
instead of focusing on important, key standards; alternately,
lesson may not name relevant key standards.
Some relevant standards addressed are referenced in the
objectives. Some key standards are identified. Lesson is mostly
influenced by standards.
Relevant standards are referenced in the objectives. Most key
standards are identified. Lesson is clearly aligned to standards.
Key applicable standards are thoroughly referenced in the
objectives. Lesson is guided by and aligned to standards.

11. 18.0 %
12 Science Processes
12 science processes are missing.
12 science processes are either missing or incomplete
The 12 science processes are present, but have a cursory
explanation.
All of the 12 science processes are present with a clear
explanation.
All of the 12 science processes are present, and each are
thoroughly explained.
17.0 %
Differentiation and Problem-solving Activities
Differentiation and problem-solving activities/strategies are
absent or unrelated to objectives. No differentiation of
instruction is mentioned.
Many differentiations and problem–solving activities/strategies
are extraneous and irrelevant. A limited or unsuccessful attempt
is made to individualize activities for learning styles or
strengths.
Differentiation, and problem -solving activities/strategies relate
to objectives, but some are extraneous. Activities are mostly
accessible to students with different learning styles and
strengths. Lesson plan includes differentiated instruction and
problem-solving activities/strategies, limited to either gifted
students, English language learners, or students with special
needs.
Differentiation and problem–solving activities/strategies
provide a logical path to meeting objectives. Activities are
accessible to students of more than one learning style or
strength. Lesson includes varied differentiated instruction and
problem–solving activities/strategies for gifted students,
English language learners, and students with special needs.
Students of many learning styles and strengths can benefit from
the differentiation, and problem–solving activities/strategies.

12. Lesson clearly offers appropriate, creative, and well-integrated
challenges for students of all levels, including gifted students,
English language learners, and students with special needs.
17.0 %
Assessments-Informal and/or Formal Assessments that Align
with Objectives
Assessments are missing; lesson does not allow for student
reflection.
Some assessments are present; lesson does not allow for student
reflection.
Most assessment types stated in the assignment’s criteria are
present; most align to the objectives; lesson includes student
reflection.
Assessments are complete. Most align with the unit plan
objectives; lesson includes student reflection.
Assessments are comprehensive and are aligned with the unit
plan objectives; lesson includes student reflection.
15.0 %
Organization, Format and Mechanics
5.0 %
Organization
There is no unity and coherence. No apparent connections
between paragraphs. Transitions are inappropriate to purpose
and scope. Organization is disjointed.
Organization and structure of the paper detract from the writer’s
message. Introduction is missing. Paragraphs are disjointed and
do not transition ideas smoothly and logically. Conclusion is
missing.
Structure of the paper is not easy to follow. Introduction is
provided but it does not preview all major points. Paragraph
transitions need improvement. Conclusion is provided but does
not flow from the body of the paper.
Structure of the paper is clear and easy to follow. Introduction

13. provides sufficient background on the topic, and previews major
points. Paragraph transitions are present and logical, and
maintain the flow of thought throughout the paper.
Structure of the paper is clear and easy to follow. Introduction
provides extensive background on the topic, and previews major
points. Paragraph transitions are present and logical, and
maintain the flow of thought throughout the paper. Conclusion
is logical, flows from the body of the paper, and does not
include new information.
15.0 %
Organization, Format and Mechanics
5.0 %
Research Citations
No reference page; no citations.
Reference page is present; citation is inconsistently used.
Reference page is included which lists sources used in paper;
sources are appropriately documented, although some errors
may be present.
Reference page is present and fully inclusive of all cited
sources; documentation is appropriate and citation style is
usually correct.
In-text citations and a reference page are complete. The
documentation of cited sources is error-free.
15.0 %
Organization, Format and Mechanics
5.0 %
Mechanics of Writing (includes spelling, punctuation, grammar,
etc.)
Surface errors are pervasive enough that they impede
communication of meaning.
Frequent and repetitive mechanical errors distract the reader.
Some mechanical errors or typos are present, but are not overly

14. distracting to the reader.
Prose is largely free of mechanical errors, although a few may
be present.
Writer is clearly in control of standard, written American
English.
100 %
Total Weightage