art 1: Mini-Lesson PlanPrior to going into your clinical field experience classroom this week, use the data received from the pre-assessment to complete the “Clinical Field Experience C: Science Mini-Lesson Plan” template.If applicable, integrate relevant health standards or learning into your lesson.This mini-lesson plan will be administered to the selected group of students to support instruction to meet the standards.The “Science Mini-Lesson Plan” includes:Science standard and grade level Learning objectives Instructional strategy 100-150 word description of a science learning activity Formative assessmentPart 2: Mini-Lesson Plan ImplementationAfter completing the “Clinical Field Experience C: Science Mini-Lesson Plan,” share it with your mentor teacher for feedback. Revise the lesson plan based on the mentor teacher’s feedback.Provided permission, teach the created lesson plan to the group of selected students. During your lesson, ensure you are answering questions from your students, asking questions that support critical thinking and problem solving, and observing the understanding from each student (this might require formative assessments before, during, and after the lesson to determine understanding).If you are not able to implement the lesson, speak with your instructor for an alternate assignment.Use any remaining field experience hours to speak with your mentor teacher and, provided permission, seek out opportunities to observe and/or assist your mentor teacher and/or work with a small group of students on instruction in the classroom.Part 3: ReflectionIn 250-500 words, reflect and discuss the process of using pre-assessment data to develop a lesson plan. Discuss the following:How does data support the developed instruction, selected strategies, and differentiation strategies to meet learning needs? What modifications supported the learning outcome? What considerations need to be made regarding ethical issues when using student personal, background, and learning data to inform instructional planning?Submit the “Clinical Field Experience C: Science Mini-Lesson Plan” and reflection as one deliverable.APA format is not required, but solid academic writing is expected.This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.You are required to submit this assignment to LopesWrite. Refer to theLopesWrite Technical Support articlesfor assistance.Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.Submit the Clinical Field Experience Verification Form to LoudCloud in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.
art 1: Mini-Lesson PlanPrior to going into your clinical field experience classroom this week, use the data received from the pre-assessment to complete the “Clinical Field Experience C: Science Mini-
Clinical Field Experience B: Science and Health Pre-Assessment Part 1: Pre-Assessment and Implementation Grade level of mentor class: Standards being taught in mentor class: Description of unit being taught in mentor class: 150-200 word description of Pre-assessment: Feedback from mentor teacher: Part 2: Reflection © 2018 Grand Canyon University. All Rights Reserved.
art 1: Mini-Lesson PlanPrior to going into your clinical field experience classroom this week, use the data received from the pre-assessment to complete the “Clinical Field Experience C: Science Mini-
Clinical Field Experience A: Science Observation Form Part 1: Observation Grade Level: 8 Description of Science Lesson: Nutrition Describe additional academic content areas that were present in the lesson. The students were also taught on food and personal hygiene. Document the evidence that demonstrates that the teacher encouraged students to understand the material and ask questions for clarity. The educator encouraged students to understand the material and ask questions for clarity by putting them in groups of four, and giving them a topic to discuss after ten minutes. Other students were free to ask the presenting group about the presentation. Educators also asked the groups questions about their performances. Document opportunities that reflect on prior content knowledge, including cultural relevance, and specific academic language to support the instruction in the identified science content area. Some of the terms used include eating disorder, nutrient dense, media influence and cultural expectations. Document how students responded during instruction and independent work. Instruction work: The students responded well at first, because they followed guidelines provided, and asked for clarification when faced with ambiguity. Independent work: It was challenging at first because the students did not understand what was required of them. However, after instructional work, they carried out their independent tasks seamlessly. Describe how students were assessed throughout and at the end of the lesson. Did all students participate? During the lesson, students were assessed by their level of participation by answering questions and asking questions. After the lesson, a continuous assessment was carried out to find out if they had mastered concepts and were able to apply them. It was a timed assessment to enable them to manages time better. Part 2: Reflection The pre-assessment data provided data that determined the gaps and needs of the students because it enabled the instructor to understand the needs of the poorly performing students in the class. Data accrued served as a guideline on what was to be used as teaching material, and the methods of teaching to be employed, to enable the weaker students to keep up. Learning gaps such as poor understanding of concepts, poor remembrance, and application were discovered and led to the formation of methods that enable the students to understand nutrition concepts better, remember them, and apply in daily life. The ethical use of assessment data is whereby there is confidentiality. Hence, the students identified will not have their privacy violated by releasing the data to unqualified staff or other students. Furthermore, the data is stored safely; to prevent access from unauthorized third parties. Data accrued is also utilized for the intended function only, which is to improve the learning outcomes for science students in grade 8. Development and delivering of the pre-assessment was challenging because the time provided to conduct an assessment was not enough. It is a comprehensive task to assess the learning capabilities of a learner fully, and the time provided was not enough to exhaustively conduct the assessment. In future, the findings will enable me to consider the learning needs of every learner. Thus, the creation of learning material will be with consideration to each learner to ensure the best learning outcomes. © 2018. Grand Canyon University. All Rights Reserved.

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