The third step in planning a unit plan is to prepare how you will differentiate and accommodate instruction for your students to meet their specific learning needs.
Differentiation and accommodations are some of the most important components when preparing a unit plan, because it guides the teacher in meeting the diverse needs of all students during instruction. The planning process will help the teacher determine when to differentiate and make accommodations. It is critical for teachers to observe or review academic data in order to appropriately differentiate for their students.
Part 1: Differentiation – Unit Plan
For this assignment, you will complete the Differentiation and Accommodation portion for the “Science Unit Plan” to prepare for students that are below, average, and advanced in academic ability.
Use the “Class Profile” as you are determining differentiation strategies and appropriate accommodations:
Differentiation strategies and learning opportunities that effectively address student’ learning needs identified in the “Class Profile.”
Resources and instructional adaptations to support specific differentiation needs, including testing accommodations required to meet students’ needs.
The details of the “Science Unit Plan” will continue to be fully developed and revised throughout the duration of the course, culminating in a complete unit plan due in Topic 5.
Part 2: Reflection
In 250-500 words, summarize and reflect on the process of planning for differentiation strategies in order to meet the diverse needs of students in the science content area. What issues might arise that would need additional emphasis in the event differentiation was not effective? What resources or support staff could you utilize to meet specific differentiation needs?
Support your reflection with at least two scholarly resources.
Science Unit Plan
Grade: Grade 2
Unit Theme:
Week 1
Monday
Tuesday
Wednesday
Thursday
Friday
Lesson Title, Brief Summary, and Rationale
(fill in during Topic 1)
Life Science: Plants and Animals in habitats
Overlapping concepts include environment, region, adaptation, interdependence
Students will explore various habitats i.e., deserts, forests, mountains, etc
Life Science: Plants and Animals in habitats
The teacher will introduce the concept of non-living and living things in the environment
Life Science: Plants and Animals in habitats
The teacher will challenge students to create connections about animals and their environment and how human beings interact with other organisms in the environment
Physical Science/Life Science
Overlapping concepts include life, physical
Students will explore different forces
Physical Science
Students will explore how different forces impact objects
State-Specific Standards
(fill in during Topic 1)
Observe the patterns plants and animals use to survive
Use media and read the text to identify patterns of behavior of offspring and parents.
Plants need water and light to survive while animals obtain their food from other animals and plants
Pulls and pushes may have different directions and strengths and can alter the direction or speed of an object
A bigger pull or push makes objects slow down or speed up more quickly
Learning Objectives
(fill in during Topic 1)
Students will understand that organisms survival depends on their habitat, environment, habits, choices
Students will understand that the function and structure of body systems rely on organism behavior, water, and food consumption
Students will understand that the consumption of various foods impact an organisms overall health and energy
Students will comprehend that push and pull are forces that make objects move
Students will understand that forces are applied to alter the location and direction an object is moving in
Vocabulary
(fill in during Topic 1)
Habitat, organism, behavior
Livin
Class Profile
Student Name
English Language Learner
Socio-economic
Status
Ethnicity
Gender
IEP/504
Other
Age
Reading
Performance Level
Math Performance
Level
Parental
Involvement
Internet Available
at Home
Arturo
Yes
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Med
No
Bertie
No
Low SES
Asian
Female
No
None
Grade level
One year above grade level
At grade level
Low
Yes
Beryl
No
Mid SES
White
Female
No
NOTE: School does not have gifted program
Grade level
Two years above grade level
At grade level
Med
Yes
Brandie
No
Low SES
White
Female
No
Tier 2 RTI for Math
Grade level
At grade level
One year below grade level
Low
No
Dessie
No
Mid SES
White
Female
No
Tier 2 RTI for Math
Grade level
Grade level
One year below grade level
Med
Yes
Diana
Yes
Low SES
White
Female
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Low
No
Donnie
No
Mid SES
African American
Female
No
Hearing Aids
Grade level
At grade level
At grade level
Med
Yes
Eduardo
Yes
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Low
No
Emma
No
Mid SES
White
Female
No
None
Grade level
At grade level
At grade level
Low
Yes
Enrique
No
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
One year above grade level
One year below grade level
At grade level
Low
No
Fatma
Yes
Low SES
White
Female
No
Tier 2 RTI for Reading
Grade level
One year below grade level
One year above grade level
Low
Yes
Frances
No
Mid SES
White
Female
No
Diabetic
Grade level
At grade level
At grade level
Med
Yes
Francesca
No
Low SES
White
Female
No
None
Grade level
At grade level
At grade level
High
No
Fredrick
No
Low SES
White
Male
Learning Disabled
Tier 3 RTI for Reading and Math
One year above grade level
Two years below grade level
Two years below grade level
Very High
No
Ines
No
Low SES
Hispanic
Female
Learning Disabled
Tier 2 RTI for Math
Grade level
One year below grade level
One year below grade level
Low
No
Jade
No
Mid SES
African American
Female
No
None
Grade level
At grade level
One year above grade level
High
Yes
Kent
No
High SES
White
Male
Emotion-ally Disabled
None
Grade level
At grade level
One year above grade level
Med
Yes
Lolita
No
Mid SES
Native American/
Pacific Islander
Female
No
None
Grade level
At grade level
At grade level
Med
Yes
Maria
No
Mid SES
Hispanic
Female
No
NOTE: School does not have gifted program
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