Evidence of Planning in the Teaching of Science
NSTA Assessment #3 Unit Plan: Science Addendum
NSTA Assessment #3 is a science-specific Unit Plan consisting of a series of lesson plans that
address specific elements within NSTA’s 2003 Standards for Science Teacher Preparation
(NSSTP); in particular, Science content (1a), Nature of Science (2c), Inquiry (3b), Issues in
Science (4b), Curriculum/NSES (6), Science in the Community (7), and Assessment (8). The
standard for Safety and Welfare (9) is often included in the Unit Plan and programs can
incorporate these science-specific elements into comprehensive, more general unit plans that
include such criteria as classroom management and organization.
What is provided here is a sample addendum rubric could be used to assess preservice
teachers’ (i.e. candidates’) levels of proficiency with the above elements of the NSSTP. The
addendum would be the science specific portion of a generic unit plan rubric. As with all quality
rubrics, the specific criteria are described (in the leftmost column in this example) in operational
terms and the levels of performance can be distinguished in observable ways.
This example is not meant to be a prescriptive Unit Plan science addendum rubric to be
used verbatim by all programs. Programs are encouraged to design their own science-specific
Unit Plans and/or addenda to existing assessments used within the program. Also note that this
rubric is based on the 2003 NSSTP and that revisions to the standards are currently being
considered
LEVELS
Exemplary
Proficient
*Science
content
(NSSTP 1a
and 1b).
Unit Plan describes an
internally consistent unit
of study and incorporates
the major concepts,
principles, theories, laws,
interrelationships of
science fields and the
NSES unifying concepts
CONTENT
Unit Plan describes an
internally consistent unit of
study and contains a
complete list of the major
concepts, principles,
theories, laws, and
interrelationships of
science fields.
*Science
Content
(NSSTP 6a,
6b)
Unit plan contains state
and National Science
Education Standards and
resources and activities
consistent with the
standards that meet the
needs and abilities of
students.
Unit plan with lesson
plans, activities and
worksheets is
scientifically accurate with
scientific explanations for
major concepts.
Science
Content
Unit plan contains National
Science Education
Standards or state
standards, resources and
activities.
Unit plan with lesson
plans, activities and
worksheets is scientifically
accurate.
LESSON PLANS
Developed by Brownstein, Allan, Carson, Day, Shane and Veal (2010)
Emerging
Unit plan lacks a
coherent unit of study
and/or does not
contain a complete
list of the major
concepts, principles,
theories, laws, and
interrelationships of
science fields.
Unit plan does not
contain a complete
listing of National
Science Education
Standards or state
standards, resources,
and activities.
Unit plan with lesson
plans, activities and
worksheets is not
completely
scientifically
accurate.
Score and
comments
LEVELS
*Nature of
Science
(NSSTP
2c).
Dev.
Appropriate
(NSSTP 5a,
5b, 5e)
*Inquiry
*Issues in
Science
(NSSTP 4b).
*Science in
the
Community
(NSSTP 7b).
Safety
materials
(NSSTP 9b).
Safety
procedures
(NSSTP 9c)
Exemplary
Proficient
Lesson plans engage
students in NOS
elements as a regular
part of instruction,
including opportunities for
students to critically
analyze false or doubtful
assertions made in the
name of science (NOS as
defined by NSTA position
statement)
Lesson plans are
developed for the
appropriate target grade
level. Lesson plans
demonstrate knowledge
of how adolescents learn
science and what
students are able to do,
which includes alternative
ideas that learners may
have.
Lesson plans include at
least two examples of the
NOS which may include
false or doubtful
assertions in science
(NOS as defined by NSTA
position statement).
Lesson plans do not
explicitly teach the
NOS including false or
doubtful assertions in
science.
Lesson plans have some
evidence, but clear
knowledge of how
students learn science is
not provided.
Lesson Plans do not
provide connection to
how students learn
science.
Lesson plans provide
opportunities for students
to analyze problems and
consider risk, costs, and
benefits of alternative
solutions that relate to
students’ values.
Lesson plans provide
students opportunities to
interact with local science
resources, resolve
issues, and involve
stakeholders.
Lesson plans provide
opportunities for students
to analyze problems and
consider alternative
solutions.
Lesson plans do not
provide opportunities
for students to
analyze problems and
consider alternative
solutions.
Lesson plans provide
students with
opportunities to interact
with local science
resources.
Lesson plans do not
provide students with
opportunities to
interact with local
science resources.
Proficient is met and
students are assessed on
their knowledge of safe
use and handling of
materials. Classroom
management issues
related to materials are
addressed.
Proficient level is met,
Procedures are
appropriate for the
abilities of students, and
students are evaluated on
their knowledge of safety
procedures.
SAFETY
All aspects of the safe use
and handling of materials
related to the Unit Plan
are included, such as
MSDS sheets, preparation
of solutions, storage of
materials, and dispensing
of all science materials.
Appropriate safety
contract included. Lesson
plans contain all
applicable emergency and
safety procedures and
methods for maintaining
safety equipment.
Developed by Brownstein, Allan, Carson, Day, Shane and Veal (2010)
Emerging
Lesson plans do not
include complete
guidelines for the
preparation,
dispensing, and
disposal of all science
materials.
Lesson plans do not
contain applicable
emergency and safety
procedures and/or
safety contract is
absent.
Score and
comments
LEVELS
Exemplary
Proficient
Ethical
treatment of
living
organisms
(NSSTP 9d)
Proficient is met and
include students in a
discussion of ethical
treatment and care of
living organisms as
applicable to the Unit
Plan.
Lesson plans include
applicable procedures for
the ethical treatment and
care of living organisms.
Assessments
Proficient level and
lesson plans demonstrate
various approaches to
performance-based
assessments.
to guide
instruction
(NSSTP 8b)
Multiple
assessment
tools
(NSSTP 8a)
Student self
analysis
(NSSTP 8c)
Assessments show 1)
alignment with instruction;
2) age appropriate, 3)
gather data for
diagnostic, formative and
summative use; 4) used
to guide instruction, 5)
encourage critical
thinking in students, 6)
assesses possible
misconceptions and 7)
include a rubric and
answer key for each
assessment.
Lesson plans provide
structure for students to
analyze their own
learning and reflect on
and change their own
work.
ASSESSMENT
80% of lesson plans show
the use of pre and post
assessments in the
cognitive domain.
Assessments address
science specific elements
(content, NOS, Inquiry,
Issues) that are designed to
be used to guide
instruction.
Assessments meet 3 or 4 of
the areas in Exemplary and
may be weak or absent in
the remaining areas.
Lesson plans provide
opportunities for students to
analyze their own learning
or reflect on their own work.
Emerging
Score and
comments
Ethical treatment and
care of living
organisms is
incomplete or absent
50% of lesson plans
and the unit show
the use of pre and
post assessments in
the cognitive
domain. Not all
elements are
assessed in the Unit
Plan.
Assessments meet 0
or 2 of the areas in
Exemplary and may
be weak or absent in
the remaining areas.
Lesson plans either
do not provide
students
opportunities to
analyze and reflect
or opportunities are
not appropriate for
Unit Plan.
TOTALS
NOTE: Preservice Teachers are required to re-work their project until a proficient level is
reached in all mandatory * sections
Developed by Brownstein, Allan, Carson, Day, Shane and Veal (2010)