iRubric: H352 Unit Plan rubric

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H352 Unit Plan H352 Unit Plan Competency (ies) Addressed: Competency 3: Planning: Create effective comprehensive school health education curricula and programs. Competency 5: Assessment: Judge student learning. Standard(s) and Key Elements Addressed: Standard I: Content Knowledge. Candidates demonstrate the knowledge and skills of a health literate educator. ? Key Element B: Candidates describe the National Health Education Standards Standard III: Planning: Candidates plan effective comprehensive school health education curricula and programs. ? Key Element B: Candidates design a logical scope and sequence of learning experiences that accommodate all students. ? Key Element C: Candidates create appropriate and measure-able learner objectives that align with assessments and scoring guides. ? Key Element D: Candidates select developmentally appropriate strategies to meet learning objectives. Standard V: Assessment. Candidates assess student learning. ? Key Element A: Candidates develop assessment plans. Rubric Code: K5CWW Ready to use Public Rubric Subject: Health Type: Assignment Grade Levels: (none)

Enter rubric title Descriptions Enter rubric description
	All the Way 4 pts	On the Way 3 pts	Part Way 2 pts	No Way 0 pts
Resources Documentation
References AMA Style	All the Way AMA style reference list provided	On the Way Reference list has a few formatting errors or missing one reference	Part Way Reference list missing several references/not formatted	No Way No reference list provided
Group Process and Evaluation
Meeting Forms	All the Way Completed agenda for every meeting	On the Way Missing one agenda or one agenda not filled out properly	Part Way Missing more than one meeting forms/not filled out properly	No Way No agendas provided
Meeting Forms Enter description	All the Way Completed group process form for every meeting	On the Way Missing one meeting form or one form not filled out properly	Part Way Missing more than one meeting forms/not filled out properly	No Way No group process forms provided
Individual Synthesis Papers Enter description	All the Way Personal contribution to group Group member contributions Reference list (as appropriate) 2 pages	On the Way Personal contribution to group Group member contributions Reference list (as appropriate) Less than 2 pages	Part Way Either Personal contribution to group OR Group member contributions reflection is not included	No Way No individual synthesis paper provided
Unit Plan
Introduction	All the Way 1) provides a brief description of the problem or issue addressed by the unit based on data, 2) explains the overall purpose of the unit, 3) relates the unit to the Indiana Health Education Standards, and 4) identifies the health skills taught in the unit. All supported by data and professional health education literature citations (use AMA form)	On the Way One of the following pieces is either missing or unclear: 1) provides a brief description of the problem or issue addressed by the unit based on data, 2) explains the overall purpose of the unit, 3) relates the unit to the Indiana Health Education Standards, and 4) identifies the health skills taught in the unit. All supported by data and professional health education literature citations (use AMA form)	Part Way Two or more of the following pieces of information is either missing or unclear1) provides a brief description of the problem or issue addressed by the unit based on data, 2) explains the overall purpose of the unit, 3) relates the unit to the Indiana Health Education Standards, and 4) identifies the health skills taught in the unit. All supported by data and professional health education literature citations (use AMA form)	No Way Introduction is unsupported by data and professional health education literature citations (no citations provided) OR Unit introduction is not provided
Health Behaviors	All the Way Clear focus on specific health behaviors associated with the unit topic	On the Way Specific health behaviors associated with the unit topic are identifiable, but not clearly addressed	Part Way Health behaviors to be focused on in unit are not clearly identifiable or clearly addressed	No Way No specific health behaviors associated with the unit addressed OR the behaviors addressed are not associated with the unit topic
Lesson Plans
Lesson Plans	All the Way At least two properly and fully completed lesson plans per group member provided using the Daily Lesson Plan format	On the Way One or two lesson plans improperly completed or missing	Part Way Three or more lesson plans improperly completed or missing	No Way No lesson plans provided or Daily Lesson Plan format not used
Enter Title	All the Way Introduction lesson(s) that engages and motivates students	On the Way Introduction lesson merely introduces the unit, but is not engaging or motivating	Part Way Introduction lesson does not introduce the unit	No Way No introduction lesson is provided
Lesson plans	All the Way Lessons cover a wide range of knowledge and skills associated with the unit topic	On the Way Lessons cover a limited range of knowledge and skills associated with the unit topic	Part Way Lessons cover a limited range of knowledge and only one skill associated with the unit topic	No Way Lessons cover a very limited range knowledge and no skills OR the knowledge and skills covered are unrelated to the unit topic
Enter Title	All the Way Lessons provide opportunities for demonstration and practice of skills	On the Way Lessons provide opportunities to practice skills, but little to no demonstration	Part Way Lessons provide limited opportunities to practice skills and little to no demonstration	No Way Lessons do not provide opportunities to practice skills
Enter Title	All the Way Lessons use a mix of engaging teaching strategies	On the Way Lessons use a few (3-5) engaging teaching strategies	Part Way Lessons use teaching strategies that are not engaging	No Way Lessons use teaching strategies that are inappropriate for learners needs
Enter Title	All the Way Unit includes at least one audiovisual or computer-based activity	On the Way Unit includes at least one audiovisual or computer-based activity; however, the activity is poorly structured	Part Way Unit's audiovisual or computer-based activity is appropriate for the unit	No Way No audiovisual or computer-based activity is provided
Enter Title	All the Way Every lesson has a clear conclusion	On the Way Most lessons have a clear conclusion	Part Way Some lessons have a clear conclusion	No Way Lessons do not have clear conclusions
Enter Title	All the Way Every lesson has a clear transition from the previous lesson to the next lesson	On the Way Most lessons have a clear transition from the previous lesson to the next lesson	Part Way Some lessons have a clear transition from the previous lesson to the next lesson	No Way Lessons do not have clear transitions between them
Enter Title	All the Way Lessons use multiple and mixed assessment strategies	On the Way Lessons use multiple assessments; however the types of strategies used is limited	Part Way Most lessons use only one or two different types assessment strategies	No Way Assessment strategies are not used OR are not appropriate for the unit topic or learners
Enter Title	All the Way Unit requires students to produce a product with rubric and detailed rubric is provided	On the Way Unit requires students to produce a product with rubric and the rubric provided has limited detail	Part Way Unit requires students to produce a product with rubric and the rubric provided has no detail	No Way Unit does not require students to produce a product with rubric and/or no rubric is provided
Enter Title	All the Way Culminating / Conclusion lesson plan(s) support and reinforce healthy behaviors associated with the unit topic	On the Way Culminating / Conclusion lesson plan(s) does little to support and reinforce healthy behaviors associated with the unit topic	Part Way Culminating / Conclusion lesson plan(s) merely covers healthy behaviors associated with the unit topic, but does not support or reinforce behaviors	No Way Culminating / Conclusion lesson plan(s) does not address healthy behaviors associated with the unit topic
Enter Title	All the Way Assessment Planning Chart covering entire unit properly and fully completed	On the Way Assessment Planning Chart covering entire unit fully, but not properly, completed	Part Way Assessment Planning Chart covering entire unit not properly and fully completed	No Way No Assessment Planning Chart covering entire unit provided
Presentation
Enter Title	All the Way Correct spelling and grammar used throughout	On the Way Few minor spelling and or grammar errors found	Part Way Several spelling and or grammar errors found	No Way Documents contain numerous spelling and or grammar errors
Enter Title	All the Way Introduction is creatively and attractively presented	On the Way Introduction lacks creativity and/or is not attractively presented	Part Way Introduction lacks creativity and/or is not attractively presented	No Way No introduction provided
Enter Title	All the Way Lessons properly formatted using Daily Lesson Plan format	On the Way Lessons not properly formatted using Daily Lesson Plan format	Part Way Lessons not properly formatted using Daily Lesson Plan format	No Way Lessons do not use the Daily Lesson Plan format
Enter Title	All the Way All sections of every lesson plan completed	On the Way All sections of most lesson plans completed	Part Way Most sections of most lesson plans completed	No Way Many lessons are incomplete
Enter Title	All the Way All documents are typed with a minimum of 10 pt. font	On the Way	Part Way	No Way Documents are either handwritten or use font that is difficult to read
Enter Title	All the Way Creative and attractive front and back cover	On the Way Front and back cover have a clean look, but lack creativity and attractiveness	Part Way Front and back covers look unprofessional	No Way Front and back covers are not provided
Enter Title	All the Way Properly completed rubric	On the Way	Part Way	No Way Rubric not provided

Subjects:

Health

Types:

Assignment

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