Standard+2

Home Standard 1 / Standard 2 / Standard 3 / Standard 4 / Standard 5 Standard 6 / Standard 7 / Standard 8 / Standard 9 / Standard10 ** Teachers know how children grow. ** The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development.

**Evidence 1:** Assignment Sheet and Rubric for Metric Project with Student Sample

I feel that this evidence meets this standard because this assignment gives students choice in what product they create. It’s a very open assignment. The students are given the rubric at the same time of the assignment, so they know how their products will be graded. They have been provided many opportunities to use the metric system of measurement in class and should have a thorough understanding of how it works. The students create a product in order to demonstrate their new knowledge. The assignment format and rubric allow all students to be successful in this project. As a teacher, I am able to differentiate to meet my students individual needs.  2.K.1 The teacher understands how learning occurs -- how students construct knowledge, acquire skills, and develop habits of mind – and how to use instructional strategies that promote student learning for a wide range of student abilities. By assigning such an open-ended project, students are able to demonstrate their knowledge of the metric system using whatever method they choose. Throughout the unit, they have built on their prior knowledge of measurement and have learned how to measure in a system that was new and unfamiliar to them. They can apply their new knowledge and use it in their daily lives.  2.S.2 The teacher stimulates student reflection on prior knowledge and links new ideas to already familiar ideas, making connections to students’ experiences, providing opportunities for active engagement, manipulation, and testing of ideas and material, and encouraging students to assume responsibility for shaping their learning tasks. At the completion of the metric system unit, students are able to put their prior knowledge of measurement together with what they have learned about metric measurement in class through hands-on activities.  2.D.1 The teacher appreciates individual variation at each developmental level and shows respect for the diverse talents of all learners, and is committed to help them develop self-confidence and competence. All students are able to be successful on this project because they determine how they want to show their understanding of the metric system. Some students choose to make posters or write papers, while others have created videos and posted them to YouTube. I am always amazed at the creativity involved in some of the projects. Since starting the EdTech program at Marian, I have become more comfortable using and teaching my students how to use a lot of the Web 2.0 technologies that are available and I believe that this motivates my students to want to use technology in order to show their understanding of what they’ve learned.
 * Rationale 1:** In my sixth grade science classes, I teach the metric system of measurement. While teaching, I stress that scientists need a universal system of measurement in order to communicate with one another. Students learn about length, mass, volume, density, temperature, and weight in the metric system. Throughout the unit, they do a variety of hands-on activities in which they perform various measurements using the metric system. At the completion of the unit, I assign a project-based assessment. The students are expected to create a product that demonstrates their knowledge of the metric system. The product must focus on length, volume and mass in the metric system. I tell them that their product should be able to be understood by someone who has never heard of the metric system before. They need to be able to communicate the base units and their meanings, how to convert between units and explain the prefixes.