Science Material Advocacy Letter

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Educators should be familiar with the materials used within the classroom to provide students with scientific learning opportunities. Often, the teacher needs supplemental materials to provide rich, hands-on learning experiences.

Write a 500-750 word letter to a principal requesting developmentally appropriate classroom resources for science instruction in a pre-K-3 classroom.

Include the following in your letter:

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  • A rationale for using grade appropriate classroom resources, particularly technology, in early childhood science instruction to meet the needs of students and strengthen the learning environment.
  • A list of three developmentally appropriate classroom resources. At least one requested resource must be a technology that is interactive and can extend the possibilities for learning. For each resource include an explanation of the following:
    • How the resource facilitates scientific exploration and develops the curiosity of students in the intended age range
    • How the resource helps engage students with different learning styles or preferences or who come from diverse backgrounds
    • How to obtain the resource and its approximate cost

Visuals may be used within this list to clarify materials.

Support your letter with at least three scholarly resources.

While APA style format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

Due Sunday March 15 by 6pm

I attached the rubric

  • Rubic_Print_Format

    Course Code Class Code Assignment Title Total Points
    ECE-460 ECE-460-O500 Science Materials Advocacy Letter 35.0
    Criteria Percentage No Submission (0.00%) Insufficient (65.00%) Approaching (75.00%) Acceptable (85.00%) Target (100.00%) Comments Points Earned
    Criteria 100.0%
    Rationale 25.0% Not addressed. Rationale for using grade appropriate classroom resources, particularly technology, in early childhood science instruction to meet the needs of students and strengthen the learning environment is underdeveloped. Rationale for using grade appropriate classroom resources, particularly technology, in early childhood science instruction to meet the needs of students and strengthen the learning environment is given basic consideration. Rationale for using grade appropriate classroom resources, particularly technology, in early childhood science instruction to meet the needs of students and strengthen the learning environment is logical and solid. Rationale for using grade appropriate classroom resources, particularly technology, in early childhood science instruction to meet the needs of students and strengthen the learning environment is compelling and specific.
    Facilitating Exploration 20.0% Not addressed. Explanation of how each resource facilitates scientific exploration and develops curiosity of students in the intended age range is minimal. Explanation of how each resource facilitates scientific exploration and develops curiosity of students in the intended age range is rudimentary. Explanation of how each resource facilitates scientific exploration and develops curiosity of students in the intended age range is appropriate. Explanation of how each resource facilitates scientific exploration and develops curiosity of students in the intended age range is comprehensive.
    Engaging Students 20.0% Not addressed. Explanation of how the resources help engage students with different learning styles or preferences or who come from diverse backgrounds is inappropriate for early childhood students. Explanation of how the resources help engage students with different learning styles or preferences or who come from diverse backgrounds is plausible for early childhood students. Explanation of how the resources help engage students with different learning styles or preferences or who come from diverse backgrounds is appropriate for early childhood students. Explanation of how the resources help engage students with different learning styles or preferences or who come from diverse backgrounds is insightful for early childhood students.
    Obtaining the Resource 5.0% Not addressed. Information about how to obtain the resource and its approximate cost is vague. Information about how to obtain the resource and its approximate cost is basic. Information about how to obtain the resource and its approximate cost is clear. Information about how to obtain the resource and its approximate cost is extensive.
    Organization 10.0% Not addressed. An attempt is made to organize the content, but the sequence is indiscernible. The ideas presented are compartmentalized and may not relate to each other. The content is adequately organized, generally providing the audience with a sense of the main idea. The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea. The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.
    Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 10.0% Not addressed. Documentation of sources is inconsistent and/or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors are present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
    Mechanics of Writing (includes spelling, punctuation, grammar, and language use) 10.0% Not addressed. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. Submission includes mechanical errors, but they do not hinder comprehension. Effective sentence structures are used, as well as some practice and content-related language. Submission is largely free of mechanical errors, although a few are present. A variety of effective sentence structures and figures of speech are used, as well as appropriate practice and content-related language. Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.
    Total Weightage 100%