Developing a unit plan provides structure and outlines the standards, objectives, lessons, materials, and assessments. It is especially helpful when planning cross-curricular units. Creating effective unit plans requires consideration of standards alignment, assessment strategies, instructional methods, and student needs. Thoughtful planning of resources, materials, and technology is important to supplement the learning and promote engagement, as well as helping students to make real-world connections.
Choose a grade level and at least one science and one health state or national standard from that grade to develop a unit plan for an inclusive classroom. Using the 3 Day Unit Plan Template located in the Student Success Center, create a cross-curricular 3-day unit that conveys the nature of science for the practice of skills that contribute to good health. The unit plan should use multiple representations and explanations that capture key ideas in the discipline, guide student through learning progressions, and promote each students achievement of content standards. Include ample resources, materials, and supplementary technology to support accessibility, learning, and engagement for all students. Prepare opportunities throughout the unit that gather performance data and appropriately guide students in their own thinking and learning.
Below the unit plan, write a 250-500 word rationale justifying how the unit provides opportunities to examine performance data throughout the unit in the inclusive classroom.
Include the following:
How do activities guide and engage students in their own thinking and learning?
How do activities inform instructional planning based on learning gaps and patterns in the inclusive classroom?
How will the teaching strategies and technologies used encourage students development of critical thinking and problem solving skills?
Support your assignment with a minimum of two scholarly resources.
While APA 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 APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
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. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.
This benchmark assignment assesses the following programmatic competencies:
Master of Education in Elementary Education and Special Education
3.4: Use multiple representations and explanations that capture key ideas in the discipline, guide learners through learning progressions, and promote each learners achievement of content standards. [CEC 3.1; IGC.5.K1, IGC.5.K3, IGC.5.K5, IGC.5.S3, ICSI.3.S1, ICSI.5.S5; InTASC 4(a), 4(f), 4(j), 4(n), 5(a), 5(i), 7(c), 8(e); Missional Critical 2, 4]
3.5: Integrate supplementary technologies effectively to ensure accessibility and relevance for all learners. [InTASC 4(f), 4(g), 5(c), 5(k), 5(n); ISTE-E 5a, 5b, 5c; MC2, MC3, MC5]
4.6: Examine performance data to guide and engage students in their own thinking and learning, and to inform instructional planning based on identified learning gaps and patterns. [CEC 4.2, 4.4; IGC.2.S4, IGC.4.S3, ICSI.4.S5, ICSI.4.S7, ICSI.5.S11, ICSI.5.S14, ICSI.5.S21; InTASC 6(c), 6(d), 6(f), 6(g), 6(l), 6(m), 6(o), 6(q), 7(d), 7(l); MC2]
5.9: Use a variety of teaching strategies and technologies that encourage elementary students development of critical thinking and problem solving. [InTASC 7(k), 8(e), 8(f), 8(l), 8(o) 8(r); ISTE-E 3b, 6c; MC2]
GCU College of
Section 1: Lesson Preparation
Teacher Candidate Name:
Title of Unit and Brief Summary: Create a title for each lesson and 1-2 sentences summarizing the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs,
504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
List specific grade-level standards that are the focus of the lesson being presented.
Based on state standards, identify what is intended to be measured in learning.
Academic Language General academic vocabulary and content-specific vocabulary included in the unit.
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Unit Resources, Materials, Equipment, and Technology
List all resources, materials, equipment, and technology to be used in the unit.
Depth of Knowledge
What questions can be posed throughout the lesson
Section 2: Instructional Plannin