he 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 PlanFor 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: ReflectionIn 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.Submit the “Science Unit Plan” and reflection as one deliverable.While APA format is not required for this assignment, solid academic writing is expected, 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. Refer to theLopesWrite Technical Support articlesfor assistance.
he 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 a
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 Grade level At grade level Two years above grade level Low Yes Mason No Low SES White Male No None Grade level At grade level At grade level Med Yes Nick No Low SES White Male No None Grade level One year above grade level At grade level Med No Noah No Low SES White Male No None Grade level At grade level At grade level Med Yes Sharlene No Mid SES White Female No None Grade level One year above grade level At grade level Med Med Sophia No Mid SES White Female No None Grade level At grade level At grade level Med Yes Stuart No Mid SES White Male No Allergic to peanuts Grade level One year above grade level At grade level Med Yes Terrence No Mid SES White Male No None Grade level At grade level At grade level Med Yes Wade No Mid SES White Male No None Grade level At grade level One year above grade level Med Yes Wayne No High SES White Male Learning Disabled Tier 3 RTI for Math Grade level One year below grade level Two years below grade level High Yes Wendell No Mid SES African American Male Learning Disabled Tier 3 RTI for Math Grade level One year below grade level Two years below grade level Med Yes Yung No Mid SES Asian Male No NOTE: School does not have gifted program One year below grade level Two years above grade level Two years above grade level Low Yes © 2018. Grand Canyon University. All Rights Reserved.
he 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 a
Science Unit Plan Grade: Earth Science Unit Theme: Environment Protection Week 1 Monday Tuesday Wednesday Thursday Friday Lesson Title, Brief Summary, and Rationale (fill in during Topic 1) Environmental Health Environmental Health Environmental Health Environmental Health Environmental Health State-Specific Standards (fill in during Topic 1) K-5 K-6 K-7 K-7 K-8 Learning Objectives (fill in during Topic 1) By the end of the lesson, learners should explain the essence of recycling and reusing garbage By the end of the lesson, the learners should identify the dumping sites and give the right direction for dumping waste By the end of the lesson, learners should explain the significance of protecting the environment. By the end of the lesson, the learners should elaborate the best strategies for protecting the environment. By the end of the lesson, learners should elaborate on the significance of protecting the environment. Vocabulary (fill in during Topic 1) Re-using, recycling Dumping sites Environment protection Environment protection, dumping sites Environment protection, garbage Instructional Strategy (fill in during Topic 2) Learner will collect the reusable waste products. The learners should also improvise garbage collecting tools Learners will identify the reusable waste products Learners will collect the reusable items from the school environment Learners will collect the waste in the environment and dump it appropriately Learners will collect waste in the school environment and dump it appropriately. The students will also dispose the products using the best approaches such as burning and burying Summary of Instruction and Activities for the Lesson (fill in during Topic 2) Learners will collect the garbage around the school and identify the reusable ones. Learners will also make the tools. Learners will collect the garbage ad identify the recyclable ones Learners will focus on making the school environment clean by using different strategies of dumping wastes Learners will collect the garbage and keep the environment clean The learners will use different strategy to protect the environment which include burning and burying of garbage Differentiation and Accommodations (fill in during Topic 3) For slow learners and individual with difficulties in making the tools. They will be asked to make their at homes The teacher will also address the students with special needs in different sessions. The teacher will identify the students with different special and offer the needed support The teacher will identify the students with different special and offer the needed support The teacher will identify the students with different special and offer the needed support Materials, Resources, and Technology (fill in during Topic 4) Textbooks, Magazines, Journals, Watching documentaries and using real tools Magazines, Journals, Watching documentaries and using real tools Magazines, Journals, Watching documentaries and using real tools Magazines, Journals, Watching documentaries and using real tools Magazines, Journals, Watching documentaries and using real tools Formative Assessment (fill in during Topic 5) The students should identify the different strategies for collecting garbage The students will identify the reusable garbage The learners will provide two merits of protecting the environment The learners should also identify the different strategies used to keep the environment tidy Summative Assessment (fill in during Topic 5) The learners will be interviewed through an oral test on the importance of protecting the environment. The learners will also be assigned different cleaning roles based on the lesson taught as far as protection of the environment is concerned. Reflection Topic 1: Environmental Health is a critical topic that all learner should be equiped with (Moeller & Moeller, 2009). This is due to the rising call for environmental protection. There is a rise in the number of waste products which are inappropriately dumped. This affects the lives of different components of the ecosystem which include, the marine life. Student’s should therefore be taught on the significance of environmental protection. Reflection Topic 2: The learning process should also include instructional teaching strategies that help the learners conceptualize the topics of discussions better. Among the instructional strategy, include asking the students to collect the garbage around the school and identify the recyclable ones. The students will also improvise different tolls for managing waste. This aims at equipping the learners with the necessary skills that inference the topics taught. Reflection Topic 3: Differentiation and accommodation are crucial in the learning process. Learners are different; their ability to grasp concepts varies. There is a need to consider the individual differences that would be because of special needs. For instance, the facilitator will identify learners with challenges in identifying the concepts. The students with special needs will be offered the necessary support. Reflection Topic 4: The learning process should be bolstered by different learning equipment, including realia, 3D, and 2D objects. These objects ensure that the students effectively conceptualize the content taught. In this case, real objects, Documentaries, primary and secondary resources will be used. Reflection Topic 5: Assessment is crucial at the end of the learning process. The different learning processes will be used, which include formative and summative assessments. In this case, the formative evaluation will entail giving the importance of protecting the environment, categorizing the different garbage, among others. The summative evaluation will be based on taking care of the school environment based on the taught approaches. Reference Moeller, D. W., & Moeller, D. W. (2009). Environmental health. Harvard University Press. © 2018 Grand Canyon University. All Rights Reserved.




Why Choose Us

  • 100% non-plagiarized Papers
  • 24/7 /365 Service Available
  • Affordable Prices
  • Any Paper, Urgency, and Subject
  • Will complete your papers in 6 hours
  • On-time Delivery
  • Money-back and Privacy guarantees
  • Unlimited Amendments upon request
  • Satisfaction guarantee

How it Works

  • Click on the “Place Order” tab at the top menu or “Order Now” icon at the bottom and a new page will appear with an order form to be filled.
  • Fill in your paper’s requirements in the "PAPER DETAILS" section.
  • Fill in your paper’s academic level, deadline, and the required number of pages from the drop-down menus.
  • Click “CREATE ACCOUNT & SIGN IN” to enter your registration details and get an account with us for record-keeping and then, click on “PROCEED TO CHECKOUT” at the bottom of the page.
  • From there, the payment sections will show, follow the guided payment process and your order will be available for our writing team to work on it.