Step One: Read through each of the areas of consideration. Make a list of questions to discuss in class or with a colleague.

Areas of Consideration:

1. Be able to define each of these terms: fact, concept, generalization.
2. Review examples of authentic learning (field trips, role-playing, simulations, demonstrations, displays, projects, centers, reading and writing activities). Describe your understanding of authentic learning. What authentic activities have you already designed or experienced in your student teaching?
3. Review the California Standards for Science and for History/Social Science, K-12. Brainstorm possible themes in science and/or social science and check with your cooperating teacher regarding the grade level curriculum units that need to be addressed during your student teaching.
4. Review the learning needs of the students in your class. Consider their abilities, social skills, English language skills, cultural backgrounds, learning styles, and demonstrated intelligences. Summarize the profile of your class. Do you have any outstanding management concerns? Have your students worked in cooperative groups? How might you prepare them for group decision-making?
5. Consider that the service-learning component of your unit will depend upon the area of academic study, the student academic and social skills that you wish to address, and the authentic needs of the community. The service activity must be integrated with and enhance the academic goals of the unit. The academic goals of the unit are to be based upon the content standards for the grade level(s).
6. Become acquainted with the community in which the school resides as well as the needs of the school community.
7. Team plan with other cadre members. Share your ideas with one other cadre member. What feedback did you receive from that person?
8. Consider how you might involve the families and parents of your students in the unit. You will be writing a letter home explaining the curriculum objectives and activities of your unit.