12 pages

1- APA Style,

2-Write as Undergraduate student (yrs 1-2) and Avoid use I and bigger words

3- be direct and clear,

Part 1: Overall Concept-Based Unit Plan Description

1) Grade level for this unit plan? (Kindergarten)

2) List the concept-based title of the unit. Then explain what the unit focuses on. (NAEYC 5b)

(This two-week unit plan and the teacher-initiated lesson within it must focus on

something related to nutrition, health, safety, the human body, or some combination of those topics [such as the effects of nutrition on health])

Note 1: In general, good units have a clear real-world focus, meaning something in science, social studies, technology, health, sports, travel etc. (not reading or math). Units should also have a real-world appeal to kids, and you must have 1-2 major concepts in the title that provide focus for the main topic of the unit. Read the handout on Concept-Based Unit Plan Titles before writing your unit plan title.

Note 2: The NAEYC standards appearing throughout refer to the NAEYC standards for teacher preparation that shape our program, and are not content standards for children. That means you can ignore them in your planning.

Note 3: See the corresponding unit plan rubric if you need more guidance about what you are expected to include.

3) Explain why this unit might be developmentally appropriate for learners at this grade level (NAEYC 5c), by answering the three questions below:

a) Why would it be meaningful for the learners? What about it would be meaningful?

b) Explain how this unit is appropriate given what we know about young children’s

characteristics and needs. (NAEYC 1a)

c) How does this unit help learners move closer to mastering standards statements from the relevant content standards in Ohio (e.g., Common Core State Standards [CCSS])? List examples of three standards statements for this grade or +/- two grades that this unit helps students learn. Put the benchmarks or standards statement within double quotation marks. (NAEYC 5b, central concepts)

4) Provide a detailed timeline for the two-week unit plan, showing a mix of integrated, unit-related activities each day. Make it clear how students will use the ideas and skills of literacy/language arts and mathematics and the arts in exploring the topic of this unit and/or in sharing what they learned. Have at least one long time block each morning for integrated unit work (e.g., 1.5-2.0 hours), and use a broad variety of developmentally appropriate teaching/learning approaches within the overall timeline. (NAEYC 4c)

5) List three critical facts students might learn during this unit. (e.g., Capitols of states are trivial facts; the way the U.S. Constitution divides power between the states and the federal government is a critical fact). Also list a relevant standard statement for one of those critical facts, listed under the critical fact it relates to (NAEYC 5b, central concepts)

6) List one generalization students might learn or come to understand better during this unit.

The generalization should state an important relationship between two or more key science concepts, and that applies to topics outside this unit of study (NAEYC 5a). For example, the generalization “The atmosphere of planet affects the weather on planets” is a generalization that might be learned during a unit on Mars, but it is a statement that is generally true for all planets, not just Mars. To discover important science generalizations that students might learn through your unit, spend time reading about the topic of your unit, and look for broad statements about what is usually true related to your topic, and ask yourself whether that statement applies to other similar cases. For example, you might find a statement about what is generally true about deserts or rainforests, and students might learn this general truth through studying a specific desert or rainforest.

(NAEYC 5b, central concepts)

7) List three specific content resources for this unit, including one authoritative source from which you will learn about the topic and two resources that you will share with or make available to students. “Resources” may include books, websites, experts, software, videos, etc. (NAEYC 5a) Be sure to label which resources are for students, and which is the source providing you with authoritative background information on the topic.

8) Explain why two of the teaching strategies or tools described in #4 are appropriate and effective. You need to really articulate the positive effects these strategies or tools can be expected to have. (NAEYC 4b, 4d)

9) Describe one substantial way in which you will involve families in the unit or use community resources (NAEYC 2b, 2c). Don’t just list an activity or resource idea, really describe how you’ll get parents involved or use community resources.

10) List one or more substantial choices that you will give students during the unit.

11) Summarize the research evidence indicating that students can learn basic skills just as well from integrated curriculum as from traditional, single-subject skill-focused instruction. Note 2-3 advantages of integrated/transdisciplinary curriculum over single-subject instruction (for student outcomes). Clearly cite research source(s) for both answers. (NAEYC 6c, 6d)

This is a teacher-planned lesson that would occur sometime during the unit.

1) Overview

a) A one-sentence overview explaining what the lesson is about.

b) Grade level.

c) Describe when during the unit you would teach this lesson, and why.

2) Objectives (NAEYC 5b)

a) knowledge objective (and list the related Ohio/CCSS standard statement)

1. skill objective (should be worded as a skill that is being improved)

(and list the related benchmark, grade level indicator, etc.)

1. emotion objective (and list the related standard/benchmark - you can use my

motivation benchmarks here).

3) Procedures

a) Teaching procedures

1. physical setting

2. materials needed

3. time allotted for the lesson

1. prior knowledge and skills that students need before this lesson

2. opening (how you will start the lesson and elicit student interest)

3. development of the lesson (i.e., what happens during the rest of the lesson)

4. closure

b) Motivation: Explain why your lesson will support children’s intrinsic motivation to be engaged and learn (what is there about the materials or task or how you conduct the lesson that will support their feelings of enjoyment, interest, control, success, competence, flow, etc.?)

c) Guidance expectations and methods

i. describe two of your expectations for student conduct (not learning)

during the lesson (e.g., students will take turns, share materials, etc.)

1. describe when and how you will communicate your expectations for children, and the guidance methods you will use to foster these positive behaviors, (without using punishment, rewards, or praise).

d) List at least two specific adaptations (in content, or materials, or methods)—one regarding a specific disability, and one for students with varying abilities/knowledge/language background.

4) List the knowledge objective (related to content focus on unit/lesson) here, then

a. Describe exactly what you’ll do to collect data that will help you know whether or not students achieved this objective.

b. Describe in specific detail what students would say or do that would be evidence that they reached this objective.

c. Describe in specific detail what students would say or do that would be evidence that they did NOT reach this objective.

5) List the skill objective (math, language arts, social, or the arts) here, then

a. Describe exactly what you’ll do to collect data that will help you know whether or not students improved this skill.

b. Describe in specific detail what students would say or do that would be evidence that students did improve this skill.

c. Describe in specific detail what students would say or do that would be evidence that students did NOT improve this skill.

6) List the emotion objective here, then

a. Describe exactly what you’ll do to collect data that will help you know whether or not students experienced this emotion objective.

b. Describe in specific detail what students would say or do that would be evidence that students experienced this emotion.

c. Describe in specific detail what students would say or do that would be evidence that they did NOT experience this emotion.

7) Thinking Outside the Box of Teacher-Planned Curriculum:

a) Describe how children could learn the knowledge and skill objectives listed in this lesson plan in your classroom, but without any teacher-initiated lesson or worksheet or highly-directed station activity (That is, describe exactly how they might learn it during free-choice center activities or projects, or free voluntary reading.)