Program: Instruction and Curriculum: Mathematics, Science, and Computers
Course: Theory and practice in teaching mathematics (EMSE 5323)
Or: Theory and practice in teaching science (EMSE 5330)
Assessment: Interdisciplinary Unit Plan
1.
Description of Assessment: The Interdisciplinary Unit Plan is assigned to teacher
candidates in the EMSE 5323 (Theory and Practice in Teaching Mathematics), and in the
EMSE 5330 (Theory and Practice in Teaching Science) courses. These are the second
level, specialization courses, and teacher candidates are required to integrate another
subject with the major course being taught. In EMSE 5323, Teacher candidates align
the New Jersey Core Curriculum Content Standards (NJCCCS) in Mathematics with the
goals in the Unit Plan. In EMSE 5330, Teacher candidates align the NJCCCS in Science
with the goals in the Unit Plan. For both Unit Plans, it is expected that at least one other
subject be integrated with the primary subject (ex. Mathematics with Language Arts, or
Science with Social Studies).
2.
Alignment between the Interdisciplinary Unit Plan and College of Education’s
Advanced Learning Outcomes (COE ALO):
The Interdisciplinary Unit Plan uses similar words to those of the COE ALO, and
therefore the Unit Plan attains a very close correspondence between 2.1, 2.2, 2.3, 2.4 and
2.5 of the Standards and the Plan. There are four main parts of the Interdisciplinary unit
Plan (which is a subset of the TWS):
a. The Introduction to the Unit Plan which clearly defines its purpose, describes the
outcomes met by the teacher candidate, makes relevant connections between the
elements of the Unit Plan and the outcomes. The introduction has a unifying theme,
encompassing all the lesson plans.
b. The Behavioral Objectives and New Jersey Core Curriculum Content Standards
addressed, aligns with COE ALO 2.1 to 2.7, which links learning goals and
assessment strategies with tasks that teacher candidates have developed in the
classroom that teach specific content in more than one subject areas (hence the
Interdisciplinary nature of the Plan).
c. The Design for Instruction is the heart of the matter: the Interdisciplinary Unit Plan.
It is a multi-day plan for instructing students, according to the Learning Goals, and
using the Assessment Plan to monitor students’ progress. The Design for Instruction
is aligned with ACEI standards 2.1 through 2.7, and 3.1 through 3.4. This Unit
integrates at least two subjects, and so would cover the ACEI standards in the
subjects it addresses. As well, the Unit requires teacher candidates to use a variety of
teaching techniques (ACEI Standard 3.1) and to engage students in critical thinking
and problem solving (ACEI Standard 3.3).
d. The Assessment part is a plan for assessing students, whether it be pre or post
assessments, or formative or summative assessments. The assessment plan part
aligns with ACEI Standard 4.0, which calls for the design of formal and informal
assessments, and for pre and post assessments to monitor student progress.
e.
The ACEI Content Standards are:
2.1. English language arts—Candidates demonstrate a high level of competence in use of
English language arts and they know, understand, and use concepts from reading,
language and child development, to teach reading, writing, speaking, viewing, listening,
and thinking skills and to help students successfully apply their developing skills to many
different situations, materials, and ideas.
2.2. Science—Candidates know, understand, and use fundamental concepts in the
subject matter of science—including physical, life, and earth and space sciences—as well
as concepts in science and technology, science in personal and social perspectives, the
history and nature of science, the unifying concepts of science, and the inquiry processes
scientists use in discovery of new knowledge to build a base for scientific and
technological literacy.
2.3. Mathematics—Candidates know, understand, and use the major concepts,
procedures, and reasoning processes of mathematics that define number systems and
number sense, geometry, measurement, statistics and probability, and algebra in order to
foster student understanding and use of patterns, quantities, and spatial relationships that
can represent phenomena, solve problems, and manage data.
2.4. Social studies—Candidates know, understand, and use the major concepts and
modes of inquiry from the social studies—the integrated study of history, geography, the
social sciences, and other related areas —to promote elementary students’ abilities to
make informed decisions as citizens of a culturally diverse democratic society and
interdependent world.
2.5. The arts—Candidates know, understand, and use—as appropriate to their own
understanding and skills—the content, functions, and achievements of dance, music,
theater, and the several visual arts as primary media for communication, inquiry, and
insight among elementary students.
3.
Assignment –
Thematic Unit Plan
Prepare a Unit Plan that includes at least five sequential lesson plans, each of which is designed
for a fifty-minute lesson in Mathematics. The Unit Plan is the unifying document for a set of lesson
plans, and as such should contain the overarching philosophy that ties all of the lesson plans together.
Specifically, the Unit Plan should address these topics:
1.
Unifying Theme - The overarching rationale that unifies all the lesson plans included in the unit.
2. Instructional Objectives - Objectives that focus on the intended outcomes of the Unit. This should
name the content and concepts intended to be addressed in this unit, using Bloom’s Taxonomy
verbs.
3. NJCCCS Addressed - The New Jersey Core Curriculum Content Standards to be addressed by the
lessons in this unit
4. Materials List - A list of all instructional materials you will need for the unit, including any
manipulative or audio-visual equipment
5. Daily Lesson Plans - The lesson plans of this unit (a paragraph will be fine; do not write down full
lesson plans)
6. Instructional Designs - What strategies and/or techniques will you use to deliver the lesson, including
computer technology (if appropriate)
7. Assessment - What ways will you know that the students have understood the lesson objectives?
8. Follow-up Activity - What activities will you give students to have them extend or deepen their
understanding of the lesson? This may take the form of a research paper, internet project, or a
presentation to the class.
4.
Rubric
EMSE 5323: Theory and Practice in Teaching Mathematics:
Thematic Unit plan Rubric
Thematic
Unit plan
Nascent ( >70 )
Apprentice ( 71 – 80 )
 Some of the eight categories are not
addressed
 Introduction to the unit plan is scattered,
the outcomes in the classroom are not
clear, and an outline of the unit plan is
partial or nonexistent
 Unifying theme encompasses only part
of the unit. There is no unit starter
activity included in the Unifying theme,
or the activity is not related to the unit
 Learning Goals do not use Bloom’s
Taxonomy verbs. Only some of the
objectives for the unit are addressed in
this section
 Not all NJCCCS for Math that are
addressed in the unit are represented
here
 The materials list is missing or partial
 Some of the eight categories are not
addressed
 Introduction to the unit plan is scattered,
the outcomes in the classroom may not be
clear, and an outline of the unit plan is
partial or nonexistent
 Unifying theme does not encompass the
entire unit. A unit starter activity may not
be included, or is not related to the unit.
 One subject is represented in the unit plan
 Learning Goals may not use Bloom’s
Taxonomy verbs. Few objectives for the
entire unit are in this section
 NJCCCS for Math that are addressed in
the unit are not represented here.
 A list of materials needed for the unit are
listed (not full)
 Daily lesson plans are a short description
of the lesson, not a full lesson plan. Each
lesson description is less than ½ page.
 Assessment strategies are articulated for
few lessons in the unit
 Activity(ies) may not deepen or extend
students’ understanding. The activity is a
test, or a book report.
 Daily lesson plans are a short
description of the lesson. Each lesson
description is less than ½ page.
 Assessment strategies for formative
assessment are articulated for none or a
few lessons in the unit
 Activity(ies) do not deepen or extend
students’ understanding. The unit plan
is a test, or a book report
Journeyman ( 81-90 )










5.
All eight categories are addressed
Introduction to the unit plan is concise,
the outcomes in the classroom may not
be clear, and an outline of the unit plan
is partial
Unifying theme may not encompass the
entire unit. A unit starter activity may
not be included.
At least two subjects are integrated in
the plan (Math Science, History,
English)
Learning Goals use Bloom’s Taxonomy
verbs. Some of the Goals address
higher thinking skills. All goals for the
entire unit are in this section
NJCCCS for Math that are addressed in
the unit may not be represented here.
A list of materials needed for the unit
are listed (not necessarily full)
Daily lesson plans are a short
description of the lesson, not a full
lesson plan. Each lesson description is
less than. ½ page.
Assessment strategies are articulated for
some lessons in the unit
Activity(ies) may or may not deepen or
extend students’ understanding. The
unit activity is a test, a book report, or a
field trip.
Master ( > 90 )
 All eight categories are addressed
 Introduction to the unit plan is concise, the
outcomes in the classroom are clear, and
an outline of the unit plan is complete
 Unifying theme encompasses the entire
unit. A unit starter activity is included in
the Unifying theme
 At least three subjects are integrated in the
plan (Math, Science, History, English)
 Learning Goals use Bloom’s Taxonomy
verbs, with at least half addressing higher
levels of thinking. All goals for the entire
unit are in this section
 All NJCCCS for Math that are addressed
in the unit are represented here, and none
that are not addressed in the unit are here
 A full list of all materials needed for the
unit are listed
 Daily lesson plans are a short description
of the lesson, not a full lesson plan. Each
lesson description is approx. ½ page.
 Assessment strategies for formative
assessment are articulated for all lessons in
the unit
 Activity(ies) are designed to deepen or
extend students’ understanding, and
summarize or utilize the whole unit.. The
unit activity(ies) is/are a test, or a
Webquest, or a field trip, or a play, or a
large research project (PBL)
Data Table
Score level
Master (>45)
Journeyman (40-44)
Apprentice (35-39)
Nascent (<35)
Total
Number of students
2
26
4
1
33