education 325 early elementary

MATERIALS AND METHODS OF SCIENCE TEACHING
Techniques in Secondary Education - Science
Education 337
Fall - 2007-08 Room 206 CPS Bldg.
Tuesdays & Thursdays 11:00 am - 12:15 pm
Practicum:  50 hour minimum - local high school or ???

Instructor: 	Dr. Perry Cook	Office:	Room 454  CPS  Phone: 346-3263
Office Hours:	Tuesday 1:30 pm to 3:00 pm or by appointment

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Welcome to an exciting semester of learning how to teach science in a secondary classroom! Throughout this semester you will be involved in cooperative and independent activities, both on campus and in a field setting, that will enable you to become a confident, competent, and motivating teacher of high school science.

Trowbridge, Bybee and Powell, 2000. Teaching Secondary School Science: Strategies for Developing Scientific Literacy. 7th edition. Merril/Prentice Hall, Columbus, OH Additional readings on reserve in the LRC or Resource Room - TBA One journal notebook identified with your name and course number.

Suggested: A Guide to Curriculum Planning in Science. 1990. Madison: Wisconsin DPI. - (NA)

3. Investigate basic science concepts which are appropriate for secondary students.

5. Explore and practice strategies to use in the science classroom including: cooperative learning, conceptual change, problem solving, critical thinking, learning cycles and classroom management.

7. Develop a deeper understanding of the nature of science: it's attitudes, processes, and products.

8. Begin to develop a philosophy of teaching secondary science (learner's role, teacher's role, and learning environment).

9. Become more knowledgeable about science resources to enhance classroom teaching.

10. Gain experience in evaluating student conceptual development and performance in secondary science.

11. Become aware of and learn strategies to provide for equity and safety in the science classroom.

WTS #4 Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.

The teacher can identify multiple approaches of instruction to encourage student learning with respect to a wide variety of content concepts.

The teacher matches appropriate instructional strategies to specific content learning goals.

The teacher designs lesson plans that reflect their understanding of appropriate instructional strategies.

The teacher can model the selection of appropriate instructional strategies to specific content learning goals.

The teacher recognizes there are multiple valid instructional strategies that encourage and foster student learning in science.

The teacher values the creative use of demonstration and laboratory instruction when teaching various science concepts.

WTS #6 Inquiry, Collaboration. The teacher uses knowledge of effective verbal, nonverbal and medial communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. (part of Black Box, Nature of Science, Unit Plan, Q&A, LAMP lecture)

The teacher applies collaborative learning strategies to problem solve in the Black Box and Three P's (Problem Posing, Problem Solving, Peer Persuasion) activities.

The teacher is able to critically evaluate the advantages and disadvantages of various communication techniques within the context of the classroom setting.

The teacher is able to apply current understandings of inquiry discussion techniques to specific lessons based upon conceptual cognitive demand.

The teacher is able to demonstrate pedagogical savvy within microteaching and lesson planning contexts by carefully creating discussions that appropriately foster conceptual learning.

The teacher is able to effectively conduct discussions on specific science concepts.

The teacher is able to value and model appropriate science attitudes such as open mindedness, curiosity, tenacity in problem solving and creativity in thinking.

WTS #7 Methodology. The teacher plans and delivers instruction based upon knowledge of subject matter, students, the community, and curriculum goals. (Microteaching)

The teacher is able to identify the major components within the body of an effective lesson plan format.

The teacher is able to distinguish between levels of quality within the evaluation of rationales, objectives, procedures and other lesson components.

The teacher is able to effectively instruct using a lesson plan they constructed.

The teacher is able to appraise their knowledge of subject matter, students, the community, and curriculum goals while teaching (planning and instruction).

The teacher values the implementation of multiple instructional strategies based on knowledge of subject matter, students, the community, and curriculum goals.

WTS #8 Assessment. The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner. (Unit Plan III)

The teacher recognizes the advantages and disadvantages to using various current assessment tools and strategies in science.

The teacher is able to compare and contrast formal and informal assessment measures.

The teacher is able to judge the validity of types and quality of construction of various assessment questions and instruments.

The teacher is able to construct valid assessment instruments in both a content rich (lecture material) and performance-based (laboratory) context.

The teacher is able to construct both quiz and test level assessment instruments.

The teacher is able to create and utilize effective informal assessment strategies within the body of their instruction.

The teacher is able to clearly communicate to parents the strengths and weaknesses as well as justify the use of their chosen assessment strategies.

The teacher will value the use of both personally and professionally developed assessment tools.

How can science teachers effectively plan and teach in ways that promote meaningful science learning in their students?

This question is the central focus of the course. Besides providing you with an introduction to the traditional materials and methods used in science education, this course will challenge you to reflect on past experiences, the nature of science, issues of learning and instruction, and the practice of science teaching. The components making up a science teacher's knowledge base for teaching will be explored as you continue to develop your own foundation for teaching. You will participate in a variety of tasks, assignments and experiences designed to assist you in this growing process.

This course includes the following graded components. Assignments C, D, E and G must be completed in an acceptable manner in order to receive a passing grade for the course and be recommended for a student teaching placement.

Final course grades will be determined using the proportion of total points earned during the semester according to the following scale:

Your active participation is a crucial aspect of this course. If you do not regularly attend class or visit your high school, you will be unable to share in the many activities and experiences that will be undertaken during this semester. Remember that school administrators are seldom understanding of unexcused absences or chronic lateness. Now is the time in your professional development to work on your attendance and promptness. Participation and class activities CANNOT be made up and NO extra credit/supplementary work will be provided. In case of an emergency which will require you to be absent from class, call me at my office and leave a voice mail. One excused absence will be allowed with no point deduction IF arranged prior to absence. Each additional lack of attendance and therefore, participation will result in a five (5) point reduction in the participation grade.

Attendance requirements for the practicum experience at a local field site must be met. Mrs. Linda Toner will coordinate this.

In addition to an initial peer teaching experience you will sign up for a 15 - 20 minute period of classroom time to practice teaching with a hands on demonstration. You will address the Ed 337 students as both colleagues as well as high school students during this action packed time segment. More details will be given in class. Please review the assessment forms included at the end of this packet prior to your actual teaching demonstration time.

As you begin to plan for instruction it is important for you to develop certain skills. Unit Plan I is designed to help you think about how we select concepts and curriculum for the science classroom.

The unit plan should start with an introduction in essay or paragraph form. This introductory essay should include the following four components:

A. A central problem or question that would serve as the focus of the unit. A good unit should have only one such problem or question. This central question is the real world, out of school goal for your science unit.

B. An explanation of why it is important for students to learn how to answer that problem or question if they are to function as scientifically literate adults.

C. A description of the solution to this problem or question from the point of view of a scientifically literate adult, explaining the knowledge that such an adult would use and the skills or procedures that he or she should be able to accomplish in real world settings. The reason for thinking about the solution from the standpoint of an adult rather than a student reflects the terminal nature of most high school students' science experiences. The majority of students will NOT take additional science classes in college or other daily life experiences. This is a judgment that you might alter based on the characteristics of a particular group of students.

D. A description of the problems that students encounter (or that you expect them to encounter) in solving the problem or question. These problems could be presented as misconceptions, incomplete strategies, etc. One good example of an organizing strategy is the pre-conception - goal conception chart. It is not sufficient to state only that the students don't know whatever is listed in Part C. You can gather information for this section from course readings, interviews with students, teachers, and from tests or quizzes as available. Although you may draw on your own experience as a student, do not just speculate about learning problems. Support your assertions with examples and evidence.

A second major part of Unit Plan I is a concept map analyzing and representing the disciplinary knowledge and skills needed to answer the central question. The map should be prepared in sufficient detail to include all the content that you would expect the students to understand (note that this is much different from what you understand...). It is essential that you clearly label the lines linking the concepts.

The map should also include appropriate examples, analogies, and other items that would help a student bridge gaps between his/her understanding and the relevant concept or rule. These might be added in a different color to distinguish them from the actual science content. Identifying these will help you develop your repertoire of "pedagogical content knowledge."

Research on classroom teaching practices suggests that over 95 percent of all science teachers use a text about 90 percent of the time. While I am not advocating that you follow such a pattern, you should realize that your text will serve as a primary source of information for students. Thus, it is important for you to know how your topic is treated in the text if you are to be successful in designing instruction that will result in meaningful learning.

Find a textbook passage which outlines this topic from a middle or high school text (you can use the texts in the science resource center at UWSP, texts from the IMC on campus, SPASH, or whatever...make sure the text is no more than eight years old).

2.Define the following terms, discuss how they are similar/different, find and describe examples of these terms in your text. Indicate if there are no examples of any. You may find it helpful to remember that some ideas are likely to fit into more than one category:

3.Identify an important question asked in the passage which would be answered by conducting an experiment or other laboratory activity. If no questions are asked explicitly in the passage, write one which fits appropriately with the content of the passage.

4.Use your analysis to give a brief critique of the passage and topic you chose. In doing so, you should comment with appropriate examples on the completeness and appropriateness of the content of this passage with respect to the nature and structure of science as it is communicated to students.

5.Finally, explain in detail how you would help students to use the text to develop some understanding of the content and of the nature of science.

*****The entire paper should be no more than ten pages in length, typed (word-processed), not including charts and the concept map. Include references as appropriate. The paper is due at 12:15 p.m. on Tuesday October 9, 2001.

The second part of your overall unit plan is to design instruction that will enable you to help your students through the process of conceptual change. The lessons will be the product of refining and extending the structure you established in Unit Plan I to include (a) specific goals and objectives for the unit, and (b) a series of lessons which will enable students to accomplish the objectives. These are described in more detail below.

This section should include a list of specific intended learning outcomes (ILO's), subgoals, or objectives. It should clearly be a product of the analysis of the content, related inquiry skills, and affective goals you developed in Unit Plan I. There is no set minimum number of objectives for a unit. Typically, units extending over two weeks will address 20 - 30 specific objectives. Some of the objectives will focus on specific science content, others will address specific cognitive skills such as problem analysis, observation, measurement, data analysis, or research design. There may be some psychomotor skills that need to be developed to accomplish laboratory activities. Finally, each unit should reflect some specific affective goals designed to spark students' interest in scientific issues.

You should include as many content-oriented objectives as are appropriate. Remember that these are not necessarily behavioral, but should reflect what the learner should understand at the end of the unit. Do keep in mind, though, that they will need to be evaluated (in Unit Plan III). Thus, each objective will need to be very specific with respect to the desired outcome. You must include objectives that emphasize higher cognitive levels (analysis, evaluation and synthesis...) as well as lower cognitive levels (recall, knowledge, comprehension, application...). Indicate the cognitive level for each objective. Labeling the levels in a color coding format in the margin seems to work well.

In addition to the content objectives, you must include at least two objectives that address specific cognitive skills and two affective objectives that are specific to the unit. These are not just the usual skill and affective goals that would be repeatedly addressed throughout the year. These are goals that are more unique and specific to the unit central question.

This section should contain specific lesson plans that will help your students through the process of conceptual change. These lesson plans should be built around the central question for your unit and the analysis of the unit content and students' thinking that were completed in Unit Plan I. The lesson plans should make use of the teaching strategies and techniques developed in methods.

The overall unit plan must include at least ten lessons (excluding reviews and full-period tests). You will need to include five fully developed lesson plans in the final draft of Unit Plan II. The other lessons can be represented in outline/activity form as discussed in class.

There is nothing special about ten lessons, other than the idea that it reflects an extended period and in many cases is similar to the time frame used by experienced teachers in semester and yearly planning. If you find that your unit extends beyond ten lessons, that's fine. Prepare outlines for as many lessons as you feel appropriate. The key is to develop skill in thinking about how much can be accomplished in a given time rather than stuffing everything you want students to learn into an arbitrary time frame.

Each full lesson plan must clearly identify both teaching and management strategies, including at least:

-the objectives addressed by each segment of the lesson and the corresponding Wisconsin State Standard

-the materials needed to conduct the lesson (those items that require special preparation or gathering...)

-the tasks that students will be required to complete during each lesson segment

-specific strategies for collecting and using feedback from students, and for giving feedback to the students

NOTE: In addition to the above format, your unit plan should have at least one lesson that includes a multimedia component and still follows the above format description. Unit plans that include additional lesson plans beyond the five detailed and five outline LP's in science may be more likely to receive a higher grade. You may wish to integrate social studies, environmental education, math, language arts, reading, art, PE, or another subject area in these additional LP's. Additionally, a table of contents clearly helps organize your UP.

Although you will constantly evaluate students' progress using various formative evaluation strategies and the feedback you get during instruction, at some point you will need to formally evaluate students' understanding of your objectives for a science unit. The purpose of this assignment is to develop evaluation strategies and prepare a formal evaluation instrument that assesses students' understanding of the unit you have designed during Unit Plan I and Unit Plan II.

1. A unit test that you think adequately measures students' understanding of the unit. It should contain a variety of different kinds of test items (multiple choice, completion, prediction and explanation combinations, short answer...). The length is up to you, but it will be determined by the number of objectives in your unit, and the ways that individual items apply to each objective. Keep in mind that unit tests are not marathons...nor are they 5 minute writing exercises. Students should not be confronted with a test that appears impossible to complete, which requires them to rush and thus not think carefully, or which seems trivial.

The test should include an appropriate heading section which identifies the test (will you have more than one version?) containing places for students to record identifying information, and directions for completing the test.

The layout of pages should help you deal with grading tasks. Point values for each section or individual item should be included in the body of the test. Use bold facing, underlining, and italics (or whatever you have available...) to emphasize key words, directions, exceptions, or whatever. It is important, though, to use them consistently. Students will quickly recognize patterns in the way you do things; deviations from those patterns are often the source of problems.

2. A table of specifications that identifies the relationships between test items and your objectives. It should follow the model developed in class, although you may use some other way to identify the level of complexity of each test item.

3. A key that identifies what you consider to be important components of appropriate responses and how partial credit (if appropriate) will be awarded. You can do this using a copy of the test. It is also a good way to determine if you've left enough space between items for students to write responses.

For objectives that are not appropriately measured using written tests, describe in detail how you will collect evidence that students have successfully achieved them (i.e. lab skills...). The point is that you should:

(b) identify what you will accept as evidence of success, and what evidence you will look for to monitor alternative views or continuing learning problems,

(c) describe how you will translate your judgments about students' learning into a form that would be acceptable within current school practices. That is, how will you report it to students and parents? How will it get translated into a letter or numerical grade if that is the standard for a school?

You need to develop alternative evaluation strategies for at least three learning goals identified in Unit Plans I and II.

NOTE: The Unit Plan that you create must be handed in using a hard copy format (on paper). In addition, I am requesting that you format your Unit Plan into a single, well organized, document. Please email me a complete copy of your Unit Plan with or without your personal identification on the title page. By emailing me a copy of your Unit Plan you are giving me permission to place your UP on an SOE web page so please make sure it is presentable. Neither will be returned to the submitting authors so please make a copy for yourself. A subjective assessment sheet will be handed back to students during the finals week with comments and grades. All written assignments to be handed in must be completed on a word processor, spelling and grammar checked, proof read, double spaced, 10-12 font. They must be turned in on time. Late assignments will receive reduced points. Units must be constructed with one or more partners. The collaboration will help prepare you for working with other science teachers in your future place of employment.

You will be expected to justify the activities and teaching strategies in at least terms of the model of conceptual change learning developed in class, and the overall structure of tasks described in your syllabus. I will provide you with feedback about the unit, and help you find ways to improve it. Please keep in mind that the experience is one of reflection and improvement. The experience of deconstructing and defending your work is often very personal and potentially intimidating. You may have to defend your curriculum choices when you begin your new position as a science teacher so this will be good practice. My goal is that you see for yourself that you can plan and teach using a theoretical framework as a guide, and that you can also use that framework to critique your own ideas and practices.

1. Midterm Written Thoughts. This out of class assignment will cover text readings, handouts, and class notes related to principles of teaching secondary science. The format will consist of several types of questions of varying lengths.

2. Field Trip Plan. Develop a detailed plan for a class field trip. Think of unique places you might take a group of students where they would have opportunities to learn science concepts and utilize process skills that they might be studying in class. Include objectives, relevance to classroom work, grade level, logistical considerations, parental permission forms, at least three student activities, and follow-up.

3. Interview on Science Ideas. You will interview a student of your choice on his/her ideas about a secondary science concept. Plan to have props/hands-on materials for your interview so the student has something to touch or look at. Your purpose will be to probe their thinking in a non-threatening way by continuing to ask them what they know and why they think the way they do. Prepare a written summary/analysis of the student's thoughts, your reflections on the student's responses in terms of implications for classroom instruction and a brief presentation of your findings to be given to this class. Your written summary should include a list of materials used in the interview, a list of possible questions prepared prior to the interview, an analysis of the student's scientific understandings and your personal reflections on how this analysis would drive your instruction and curricular decision making.

4. Attend a professional science conference or workshop. Dates and times of some possible events will be announced in class. Submit a 3-5 page summary of your experience including the title of the conference, sponsoring organization, workshops attended, presenter's name, a rough outline of the presentation, and a description of how you plan to utilize what you learned as you teach high school science. Attach copies of any handouts received in the sessions. Professional journals and newsletters often list scheduled conferences. PRIOR APPROVAL REQUIRED for this option.

5. Set up and maintain a terrarium or freshwater aquarium in this classroom. You should:

a. Collect information on how to prepare and maintain the center, where and how to collect specimens, as well as safety and ethical concerns related to having plants and animals in the classroom (I'll provide you with sources to use).

b. Construct at least one activity you would have students participate in (two pages each). Each activity should include learning objectives, science concepts and/or processes being explored, materials list and description of the activity itself.

a. Describe, in narrative form, various school science experiences from your earliest memories of school science to the present.

b. Reflect on each phase of your schooling: elementary, middle school, high school, and college science experiences. What made these experiences memorable? (Positive and negative).

c. What implications do these experiences have for your teaching? Why would you want or not want to do certain things in your classroom?

You will sign up to work with the Computer Based Laboratory equipment at SPASH. As part of this option you must familiarize yourself with the CBL units, the graphing calculators, the computers and software, the laboratory manuals, and a specific lesson. You will write up a lesson plan for teaching the lesson you are assigned from the lab manual. You will share your tips and expertise with the SPASH faculty as part of this option. More details as they become available.

9. If you have other ideas or activities which you feel would be more beneficial to your development as a science educator please make an appointment with me to discuss your idea with me. I would love to do some science education research with several students, write a paper together and present at a conference. We could even try to have the paper published in a respected journal. Do not assume that an alternative activity will be accepted without my prior approval.

Throughout your practicum experience at SPASH, PACELLI or ??? you will reflect on various learning and instructional aspects. This will document both the robust nature of your placement and the length of your practicum. Fill out the documentation log sheet as you go and take notes while in the field that describe both what you observe or participate in as well as personal reflections.

The purpose of this assignment is for you to develop a set of resources that provide short activities, demonstrations, questions, and other items that illustrate important concepts. In particular, it serves as a vehicle for examining resources other than texts, lab books, and "teacher magazines." When you've finished, you will have explored and collected ideas from a broad range of sources and converted them into a set of teaching tools. The file serves as one means of collecting and organizing them.

Like most other assignments in this methods course, developing the resource card file can - and should be - a "collective" activity. If you find a really good cartoon, share it! Talk about the ways that it might be used. Write the ideas down so you remember them 10 months later! After you use the card, write notes to yourself to remember ways to improve on it.

A. You will be required to submit a minimum of 25 resource cards for the "final" version of your file. In practice, most people end up with far more than 25, especially after some sharing of ideas. The key here is to spend the time thinking about the ideas and developing quality cards.

B. The cards must fall into the categories identified below (though you can add others as you see fit). Minimum numbers for each category are included.

C. In the days before data bases, a resource idea was written up on a 5x8 card. The cards were placed in some sort of box with dividers that organized the cards. One organizing scheme that was particularly useful was to color code the cards to represent different modes of activity (demo, puzzle, overhead projector...) and group the cards in the box according to the topic they addressed. Things have now changed! You can use some sort of system like that described above, or you may set up a data base to group your activities. Remember, though, that you will have to be able to print out the "cards" in order to use them effectively. Also, many ideas will have some sort of handout or other printed material that needs to be attached. Thus, the data base would need to be coordinated with some sort of folder system to keep track of the printed materials. You can set up whatever system you think will work best for you. However, it must clearly identify categories of activities and topics. It is not sufficient to just toss them into a box and claim that the "pawing through the mess" strategy is what works best...

D. The first set of 10 cards is due on October 18, 2001. They can be from any category, but try to select those that you feel best represent the way you've been working to develop the cards. It would also be helpful if you included comments and questions that you have about any individual cards or about the set. I will use the cards and comments to provide suggestions for improvements, and respond to any other concerns you may have.

E. The final version of the resource file is due December 13, 1999. The expectation is that each person will submit a set of cards. However, other permutations and combinations are possible. If you have an alternative plan that seems worthwhile and fulfills the spirit of the assignment, feel free to discuss it with me.

Each card should be self-contained. All materials or directions for preparing materials, specific teaching and evaluation strategies, and sources of information should be right there when you pull out the card. Each card should include the following:

1. The topic addressed, and the point within a topic where the card is suited for use.

3. The teaching mode: Is it a demo, an overhead for discussion, a problem students complete independently?

4. Specific teaching and evaluation strategies: These go beyond statements such as "use it to introduce..." They should include detailed directions, the actual question(s) students should be asked, tasks they should be asked to complete, special features or statements that need to be pointed out, details of students' responses that might reveal important patterns in their thinking, and correct responses to items.

5. Directions for preparing any necessary materials. It is often most efficient to describe preparation for a group of 30 students. Quantities can then be adjusted accordingly.

6. The original source of the item, if it is available. It is inevitable that someday you'll need to know the source. APA style encouraged.

7. A space for comments. After using it the first time, you'll want to reflect on the strengths and weaknesses of the activity and write some comments to yourself about changes that might improve it. This step is very important, as it could be a year or more before the card gets used again.

Sources for developing the cards must include at least 2 from each of the following resources:

1. A practitioner journal - The Science Teacher, Instructor, Biology Teacher, Journal of Chemical Education, Physics Teacher, or other Science Teaching Publications

Use equal volumes of liquids. Pour the mercury into the container and add the screw or bolt. Next add the carbon tetrachloride and drop in the moth ball. The water is added next with the wood floating on it. The ether is added last. You may need to adjust the wood by pounding a screw or nail into it to keep it from rising into the ether layer. Stopper the tube to keep the ether from evaporating.

This Demonstration can be used to illustrate densities, buoyancy, specific gravity, miscibility, and solubility. Source: Various...I really don't remember where I first saw it.

Note that this card lacks an essential feature...some possible questions that might be used to frame students' observations. The objective(s) are not clearly stated, though that might not be so important given the multiple uses of the card.

Context: A science activity to be conducted in an Earth Science class as an introduction to the topic of Air Pollution

Source: Frank Parisi (earth science teacher/Exploring Earth and Space (1980). Magnolia and Davis, pp.272

Objective: To demonstrate what happens to particles trapped in a temperature inversion

Scientific Content: Temperature inversions occur when a layer of cool air (with accompanying particles...pollutants...) is covered by a layer of warm air with no wind to promote mixing or air circulation. As a result, materials added to the atmosphere are concentrated in the warm air layer rather than being diffused throughout the atmosphere because the air layers don't mix

1. Fill jar 1/2 full of very cold water. Slowly add cornstarch with stirring until it is very milky. LEAVE SPOON IN JAR. Let the cornstarch settle.

2. Fill plastic bag with very warm water. Put the bag inside the jar and carefully tilt it to let the warm water flow onto the top of the cold water (this will require some PRACTICE!!!). The goal here is to create two layers of water.

3. Carefully stir the bottom layer and observe the motion of the cornstarch particles.

1. (Before stirring the cold layer) What do you think will happen to the particles on the bottom of the jar if I gently stir them? listen for responses that suggest the particles will move throughout the water

3. What will you need to pay attention to in order to make observations that help to test your prediction? listen for responses that include some attention to the existence of two layers of water...some may not yet believe that two layers actually exist

4. (after demo) How did the particles of cornstarch move after the bottom was stirred? Did the movement match your predictions? Why/why not? How does a demo like this help us understand what might happen to automobile and factory exhausts during inversions in places like Los Angeles?

Note: This card is much better. The source is identified, objectives are specific, questions are included, the directions are specific. In short, it would be easier to insert into a lesson with little additional work.

A. Class Participation	10	All
B. Instructional Demonstration	10	1, 3, 4, 6, 7, 8, 9
C. Unit Plan I: Curricular Tasks	15	1, 4, 7, 9
D. Unit Plan II: Instructional Tasks	25	4, 5, 6, 7
E. Unit Plan III: Evaluation	10	1, 3, 8
F. Student Choice	20	Variable
G. Practicum Reflections	10	9, 10

100-95 A	84-83 C+
94-93 A-	82-78 C
92-91 B+	77-76 C-
90-87 B	75-68 D
86-85 B-	Below 68 F