Benchmark – Science/Health Mini-Unit Plan

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For this benchmark, you will create a unit plan containing three individual lesson plans designed for the students outlined in the “Class Profile.” Choose a grade level for the students, then select an NGSS from the physical, life, or earth/space sciences, as well as a health/nutrition standard from your state, for the 3-lesson unit. You may adapt any previous assignments in the creation of this mini-unit plan, as long as the three lessons form a planned, cohesive unit.  Use the 5E lesson plan template for each of the three lesson plans.

In your unit, design the three lesson plans so that they:

1. Use a variety of teaching strategies and technologies that encourage the students’ development of critical thinking and problem solving.

2. Use strategies that create opportunities for students’ active engagement in their learning and promote a supportive learning environment.

3. Incorporate the use of digital resources to promote effective verbal, nonverbal, and media communication techniques while creating opportunities for active inquiry, collaboration, and supportive interaction in the elementary classroom.

4. Integrate formative and summative assessment techniques that measure all four DOK levels, and provide students feedback on their learning so that they can make adjustments; and

5. Use differentiated strategies to meet the needs of all students in the “Class Profile.”

Along with the unit, submit a 250-500 word rationale describing your reasoning for your instructional choices, your use of the 5E model, and how you connected the content to student learning needs.

Class Profile

 

 

Student Name ELL/

Proficiency Level

 Socioeconomic Status Race/ Ethnicity Native Language Gender IEP/

504

 Other Age Reading Performance Level/Score* Math Performance Level/Score*
Arturo  

Yes – 4

 Low Mexican Spanish Male No Glasses Grade level One year below grade level/98  

At grade level/151
                     
Bertie  

Yes – 5

 Low Vietnamese Vietnamese Female No None Grade level One year above grade level/210  

At grade level/108
                     
Beryl No Mid White English Female No None Grade level Two years above grade level/268  

At grade level/163
                     
Brandie Yes – 4 Low Liberian Liberian English Female No None Grade level At grade level/178  

One year below grade level/79
                     
Dessie Yes – 4 Mid Russian Russian Female No None Grade level At grade level/113  

One year below grade level/65
                     
Diana Yes – 4 Low Mexican Spanish Female No None Grade level One year below grade level/79  

At grade level/198
                     
Donnie No Mid African American English Female Yes Hearing Aids Grade level At grade level/150 At grade level/124
                     
Eduardo Yes – 5 Low Puerto Riccan Spanish Male No Glasses Grade level One year below grade level/88 At grade level/101
                     
Emma No Mid White English Female No None Grade level At grade level/124 At grade level/135
                     
Enrique No Low Mexican English Male ADHD None One year above grade level One year below grade level/45 At grade level/163
                     
Fatma  

Yes – 5

 Low Mexican Spanish Female No Glasses Grade level One year below grade level/21  

One year above grade level/289
                     
Frances No Mid Mexican English Female No Diabetic Glasses Grade level At grade level/116 At grade level/114
                     
Francesca Yes – 5 Low Mexican Spanish Female No None Grade level At grade level/162 At grade level/178
                     
Fredrick No Low White English Male Learning Disabled None One year above grade level Two years below grade level/285 Two years below grade level/15
                     
Ines  

Yes – 4

 Low Mexican Spanish Female Learning Disabled Glasses Grade level One year below grade level/50 One year below grade level/55
                     
Jade No Mid African American English Female No None Grade level At grade level/183 One year above grade level/224
                     
Kent No High White English Male ADHD Glasses Grade level At grade level/178 One year above grade level/208
                     
Lolita  

Yes – 5

 Low Navajo Navajo Female No None Grade level At grade level/110 At grade level/141
                     
Maria No Mid Mexican Spanish Female No NOTE: School does not have gifted program Grade level At grade level/139  

Two years above grade level/296
                     
Mason  

Yes – 4

 Low Vietnamese Vietnamese Male Yes High Func-tioning Autism Grade level At grade level/154 At grade level/138
                     
Nick No Low White English Male No None Grade level One year above grade level/205  

At grade level/180
                     
Noah No Low African American English Male No Glasses Grade level At grade level/193  

At grade level/177
                     
Sharlene No Mid White English Female No None Grade level One year above grade level/110  

At grade level/125
                     
Sophia  

Yes – 5

 Mid Guatamalan Spanish Female No None Grade level At grade level/129  

At grade level/152
                     
Stuart No Mid White English Male No Allergic to peanuts Grade level One year above grade level/231  

At grade level/116
                     
Terrence No Mid African American English Male No None Grade level At grade level/189  

At grade level/192
                     
Wade No Mid White English Male No Glasses Grade level At grade level/179 One year above grade level/223
                     
Welington  

 

Yes – 3

 

 Low Cuban Spanish Male Learning Disabled Glasses Grade level One year below grade level/82 Two years below grade level/24
                     
Wendell  

Yes – 2

 Low Somalian Refugee Somali Male No None Grade level One year below grade level/51  

Two years below grade level/45
                     
Yung  

Yes – 4

 Low Burmese Burmese Male No None One year below grade level One year below grade level/98  

Two years below grade level/65
                     

 

 

*Scaled Scores Key: Above Grade Level = 200 +, At Grade Level = 100-199, Below Grade Level = 0-99

 

 

 

© 2018. Grand Canyon University. All Rights Reserved.

Health Care Delivery Systems Case 3

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MANAGED CARE, ACCOUNTABLE CARE ORGANIZATIONS, HEALTH CARE CONSUMER PLANS/MODELS

Assignment Overview

There are various types of plans consumers can select. MCOs, HMOs, PPOs, POSs, or ACOs are the most common ones; however, they all supply various benefits and drawbacks. Consumers (patients) have the right to choose the type of plan that best fits their needs. As a health care leader, it is vital that you understand the differences in these plans. In addition, in a health care environment where there are plenty of options for consumers (e.g., providers, medical offices, location, consumer plans etc.), ideally making the “choice” is left up to the consumer’s determination.

Case Assignment

For the Module 3 Case Assignment, conduct additional research as needed, and complete the following:

  • Part 1 – Comparative Chart:
    • Prepare a detailed comparative chart (see example at the following source: https://philsblogspace.files.wordpress.com/2012/10/eco-chart.jpg?w=1400). In your comparative chart, evaluate and discuss the key features, differences, and disadvantages between MCOs, HMOs, PPOs, POSs, and ACOs.
  • Part 2 – Designed an Application (App):
    • In the world of technology, the “consumer choice” is often swayed by their research efforts or applications. In at least 2 pages, design an app to assist consumers with making a choice between the various consumer plans. Be creative and detailed about your application. Explain the contents of the application that you create and why you feel it would be beneficial to consumers.

In your scholarly paper, you should include an introduction and conclusion paragraph.

Assignment Expectations

  1. Conduct additional research to gather sufficient information to justify/support your thoughts and analysis.
  2. Limit your response to a maximum of 4 pages.
  3. Support your report with peer-reviewed articles, with at least 3 references. Use the following link for additional information on how to recognize peer-reviewed journals. Angelo State University Library (n.d.) Library guide: How to recognize peer-reviewed (refereed journals). Retrieved from: https://www.angelo.edu/services/library/handouts/peerrev.phpRequired Reading

    Feeley, T. W. & Motha, S. N. (2018). New marketplace survey: Transiting payment models: Fee-for-service to value-based care. Retrieved from  https://catalyst.nejm.org/transitioning-fee-for-service-value-based-care/

    Haas, S. (n.d.). Health Reform Act: New models of care and delivery systems. Retrieved from  https://www.aaacn.org/health-reform-act-new-models-care-and-delivery-systems

    Plunkett, L. (2015). Accountable care organizations. New York State Dental Journal, 81(3), 4–7.

    Shi, L., & Singh, D. A. (2017). Chapter 9 Managed care and integrated systems. In Essentials of the U.S. health care system (4th ed.). Burlington, MA: Jones & Bartlett Learning. Retrieved from the Trident Online Library.

    World Health Organization. (n.d.). Health care delivery models. Retrieved from  https://www.who.int/hac/techguidance/tools/disrupted_sectors/module_07/en/index3.html

    Wood, D. (2013). Providers getting creative with new healthcare delivery models. Retrieved from  https://www.amnhealthcare.com/latest-healthcare-news/provider-getting-creative-new-healthcare-delivery-models/

    Videos

    Aetna. (2017). What’s the difference between an HMO, a POS, and a PPO? | Health care answers in 60 seconds. [Video file]. Retrieved from  https://youtu.be/lvRetvxWjQY

    Kaiser Health News. (2015). The ABC’s of ACO’s. Retrieved from  https://youtu.be/oV5rxViCf9U

    FAIR Health. (2017, November 1). Point of service (POS) (Part 4 of 8)—FAIRHealthConsumer.org [Video file]. Retrieved from  https://www.youtube.com/watch?v=gm5eKYjcZbc

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Who Can Do An Infographic For Early Childhood Development?

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I expect the work to be at a Master Degree Level.  Quality! An the  inforgraphic should be thorough. There should also be a reference page with 4 peer review scholary sources for part 1 and 2 Pay close attention to the 100% placing on the rubric

Discipline, Guidance, and Punishment

When managing challenging behaviors in infants and toddlers, you must consider when to use guidance, redirection, or discipline. Knowing the difference between these three approaches and coaching children to recognize them is vital in their development. In addition to coaching children, it is necessary to maintain a safe learning environment in which all can learn and grow.

Part 1:  Infographic

Research and find a free online resource to create an infographic that you would share with colleagues that work with students’ birth to 2 years old. The infographic should include the following information:

  • Strategies to teach social skills and conflict resolution
  • Strategies to prevent and reduce challenging behaviors
  • Depict the differences between discipline, guidance, and punishment

Part 2: Scenario

Read the following scenario:

Janice and Jose are 3-year-olds. Janice is aiming her paint brush at Jose’s picture. Twice this morning you have asked her to stop painting on her neighbor’s pictures.

In 150-250 words, discuss whether you would use discipline, guidance, or punishment to handle this incident. Support your rationale with at least two scholarly sources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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 the LopesWrite Technical Support articles for assistance.

Submit both Parts 1 and 2 as one deliverable.

CCIS – Becoming Educated

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Dis 2

Why have you decided to attend college? Using the information in the “Goal Setting” lecture found in the Content area, create a SMART goal related to your college education. Keep your focus on your education as a whole as opposed to any one particular class.

Dis 3

Later in this course you will write your own This I Believe essay. To begin thinking through that process, consider a simple belief you hold. “Simple” beliefs reflect personal preferences with regard to everyday things, as opposed to how any of us feels about “hot button” topics like religion or politics. An example of a simple belief would be, “McDonald’s french fries are the best” or “Cats are better pets than dogs.” Save hot button topics for your This I Believe essay, should you desire to discuss them.

State your belief in a single, clear sentence. Then, using the information provided in the “How to be Convincing” lecture in the Content area, provide three convincing reasons for that belief.

Dis 4

Using the information in the lectures, discuss three habits or behaviors you think every “good” student should have. At least one of these habits must relate directly to students taking online classes.

Dis 5

Choose one essay from the past two week’s readings in This I Believe that you either could or could not relate to personally. It may be an essay that tells of a belief you share with the author but for different reasons, or a belief you disagree with based on your own experiences or personality, or a belief and accompanying story that is quite similar to something you yourself have experienced. Whatever the reason you chose it, explain why you could or could not relate to that essay.

Dis 6

 

To prepare for this post:

  1. List all the things you need to do on an average, busy day. This should include everything you do: work, study, participating in your classes, driving to and from the various places you go, eating, exercising, sleeping, spending time with family or friends, and so on.
  2. For each task on your list, list how many minutes or hours you need to complete that task effectively.
  3. Add the times you have listed to determine the total number of hours you need per day to accomplish all your tasks.

Dis 7

As we’ve discussed, being “educated” is more than just academics. An educated person has many skills, which extend beyond the specific content of their courses.

Dis 8

The final discussion of This I Believe is similar to the one you completed in Week 3. Choose one essay from the last two week’s readings in This I Believe that you either could or could not relate to personally. It may be an essay that tells of a belief you share with the author but for different reasons, or a belief you disagree with based on your own experiences or personality, or a belief and accompanying story that is quite similar to something you yourself have experienced. Whatever the reason you chose it, explain why you could or could not relate to that essay.

Dis 9

Why did you choose Columbia College? Share your reason(s), and then reflect on what you learned about CC history. What surprised you or stood out to you?

Dis 10

 

Choose 1 of the topics listed below and develop the following:

  • a list of 3 to 5 (or more) strong web sources (not including the library) that provide research on that topic
  • a list of 3 to 5 (or more) weak web sources that show bias or are not appropriate for academic discussion

Then, write a 1-2 paragraph explanation of your process for generating your lists (approximately 150 words). What makes one web source weak and another strong? What evidence from the sites helped you identify it as weak or strong? You should use what you learned in the lectures from this week

 

Topics:

  • Effects of sugar and alternative sweeteners
  • Future of renewable alternative energy
  • Demographic changes of television viewers
  • Pros and cons of the Electoral College
  • Historical implications of Red-Lining
  • True identify of William Shakespeare
  • Historical events of the JFK assassination
  • Theory of free-market economics
  • Use of standardized testing in college applications
  • The health benefits of vegetarianism

Dis 11

Create two SMART goals related to your health, wellness, and/or stress management and share them with the class. Then discuss the reasons you chose those specific goals and describe the various considerations you had as you developed them. For example, were your goals impacted by responsibilities to your work or to family?

Dis 12

Reflect on the content of this course and share at least two “takeaways.” These can include information or skills you have learned that will benefit you as a college student or as a person, goals you have developed for yourself as a result of this course, and so on. How do your “takeaways” and other things you’ve learned in this course contribute to you being an educated person?

Also consider whether your thoughts on what it means to be “educated” have changed. Why or why not?