Gcu College Of Educationlesson Unit Plan Templatesection 1 Lesson Pre ✓ Solved

GCU College of Education LESSON UNIT PLAN TEMPLATE Section 1: Lesson Preparation Teacher Candidate Name: Grade Level: Unit/Subject: 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.

Day 1 Day 2 Day 3 Day 4 Day 5 National/State Learning Standards List specific grade-level standards that are the focus of the lesson being presented. Specific Learning Target(s)/Objectives 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. Unit Resources, Materials, Equipment, and Technology List all resources, materials, equipment, and technology to be used in the unit. Depth of Knowledge Lesson Questions What questions can be posed throughout the lesson to assess all levels of student understanding? · Level 1: Recall · Level 2: Skill/Concepts · Level 3: Strategic Thinking · Level 4: Extended Thinking Section 2: Instructional Planning Day 1 Day 2 Day 3 Day 4 Day 5 Anticipatory Set How will students’ prior knowledge be activated as well as gain student interest in the upcoming content?

Presentation of Content Multiple Means of Representation Describe how content will be presented in various ways to meet the needs of different learners. Multiple Means of Representation Differentiation Explain how materials will be differentiated for each of the following groups: · English Language Learners (ELL) · Students with special needs · Students with gifted abilities · Early finishers (those who finish early and may need additional sources/support) Application of Content Multiple Means of Engagement How will students explore, practice, and apply the content? Multiple Means of Engagement Differentiation Explain how materials will be differentiated for each of the following groups: · English Language Learners (ELL) · Students with special needs · Students with gifted abilities · Early finishers (those who finish early and may need additional sources/support) Assessment of Content Multiple Means of Expression Formative and summative assessments used to monitor student progress and modify instruction.

Multiple Means of Expression Differentiation Explain how materials will be differentiated for each of the following groups: · English Language Learners (ELL) · Students with special needs · Students with gifted abilities · Early finishers (those who finish early and may need additional resources/support) Extension Activity and/or Homework Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template. © 2020. Grand Canyon University. All Rights Reserved. © 2019.

Grand Canyon University. All Rights Reserved Rubic_Print_Format Course Code Class Code Assignment Title Total Points NRS-434VN NRS-434VN-O505 Benchmark - Human Experience Across the Health-Illness Continuum 130.0 Criteria Percentage Unsatisfactory (0.00%) Less than Satisfactory (75.00%) Satisfactory (79.00%) Good (89.00%) Excellent (100.00%) Comments Points Earned Content 80.0% Health-Illness Importance to Health and Patient Care (C5..0% A discussion on the importance of the health-illness continuum is not presented. A partial summary on the importance of the health-illness continuum is presented. The summary does not fully include the relation of the continuum to health and the human experience in patient care.

There are significant inaccuracies. More evidence or information is needed. A general discussion on the importance of the health-illness in relation to health and the human experience in patient care is presented. The discussion generally establishes that the health-illness continuum is important to patient care. There are some inaccuracies.

More information or rationale is needed. A discussion on the importance of the health-illness in relation to health and the human experience in patient care is presented. The discussion demonstrates that the health-illness continuum is important to patient care. Some rationale is needed for clarity. A discussion on the importance of the health-illness continuum in relation to health and the human experience in patient care is presented.

The discussion demonstrates that the health-illness continuum is important to patient care. Strong rationale is offered for support. Relation of Human-Illness Continuum to Value, Dignity, and Promotion of Human Flourishing 20.0% An explanation of the relationship between the health-illness continuum and the ability of a health care provider to promote the value, dignity, and flourishing of patients is not presented. A partial explanation of the relationship between the health-illness continuum and the ability of a health care provider to promote the value, dignity, and flourishing of patients is presented, but the connection is tenuous and key elements are omitted, incomplete, or left unexplained.

A general explanation of the relationship between the health-illness continuum and the ability of a health care provider to promote the value, dignity, and flourishing of patients is presented. There are some inaccuracies, and more information or rationale is needed to support the response. An explanation of the relationship between the health-illness continuum and the ability of a health care provider to promote the value, dignity, and flourishing of patients is presented. The explanation demonstrates that the health care provider does play a role in promoting human flourishing, but some additional rationale is needed for clarity. A thorough explanation of the relationship between the health-illness continuum and the ability of a health care provider to promote the value, dignity, and flourishing of patients is logically and convincingly presented.

The explanation draws clear connections between the role of the health care provider and the promotion of human flourishing. Strong rationale is offered for support. Refection on Personal State of Health and the Health Illness Continuum 20.0% Reflection on personal overall state of health is omitted. A partial summary of personal overall state of health is included. The summary is not informative.

Behaviors supporting or detracting from health and well-being are omitted or incomplete. A general discussion of personal overall state of health is included. Overall the discussion demonstrates some insight into some behaviors supporting or detracting from health and well-being. The author does not clearly establish where personal health falls on the health-illness continuum. A discussion of personal state of health is included.

The discussion demonstrates personal insight into overall behaviors supporting or detracting from health and well-being. The author establishes where personal health falls on the health-illness continuum. A well-developed discussion of personal state of health is included. The discussion demonstrates strong personal insight into behaviors supporting or detracting from health and well-being. The author clearly establishes where personal health falls on the health-illness continuum.

Resources Supporting Wellness 20.0% Options and resources available to help the author move toward wellness on the health-illness continuum are omitted. Partial options and resources available that would help the author move toward wellness on the health-illness continuum are presented. It is unclear how this will assist in moving the author toward wellness. General options and resources available that would help the author move toward wellness on the health-illness continuum are presented. More information is needed to establish how this will assist in moving the author toward wellness.

Options and resources available that would reasonably help the author move toward wellness on the health-illness continuum are presented. The author establishes how these resources will assist in moving toward wellness. Options and resources available that would be extremely helpful to help the author move toward wellness on the health-illness continuum are presented. The author clearly establishes how these will assist in moving toward wellness. Insight into wellness as it pertains to the health illness continuum is demonstrated.

Organization and Effectiveness 15.0% Thesis Development and Purpose 5.0% Paper lacks any discernible overall purpose or organizing claim. Thesis is insufficiently developed or vague. Purpose is not clear. Thesis is apparent and appropriate to purpose. Thesis is clear and forecasts the development of the paper.

Thesis is descriptive and reflective of the arguments and appropriate to the purpose. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear. Argument Logic and Construction 5.0% Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made.

Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.

Argument is orderly but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.

Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner.

All sources are authoritative. Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.

Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English.

Format 5.0% Paper Format (use of appropriate style for the major and assignment) 2.0% Template is not used appropriately, or documentation format is rarely followed correctly. Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. Template is used, and formatting is correct, although some minor errors may be present. Template is fully used; There are virtually no errors in formatting style. All format elements are correct.

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 3.0% Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

Total Weightage 100% Class Profile Student Name ELL/ Proficiency Level Socioeconomic Status Race/ Ethnicity Native Language Gender IEP/ 504 Other Age Reading Performance Level/Score* Math Performance Level/Score* Arturo Yes - 4 Low Mexican Spanish Male No Glasses Grade level One year below grade level/98 At grade level / 151 Bertie Yes - 5 Low Vietnamese Vietnamese Female No None Grade level One year above grade level/210 At grade level/108 Beryl No Mid White English Female No None Grade level Two years above grade level/268 At grade level/163 Brandie Yes - 4 Low Liberian Liberian English Female No None Grade level At grade level/178 One year below grade level/79 Dessie Yes - 4 Mid Russian Russian Female No None Grade level At grade level/113 One year below grade level/65 Diana Yes - 4 Low Mexican Spanish Female No None Grade level One year below grade level/79 At grade level/198 Donnie No Mid African American English Female Yes Hearing Aids Grade level At grade level/150 At grade level/124 Eduardo Yes - 5 Low Puerto Riccan Spanish Male No Glasses Grade level One year below grade level/88 At grade level/101 Emma No Mid White English Female No None Grade level At grade level/124 At grade level/135 Enrique No Low Mexican English Male ADHD None One year above grade level One year below grade level/45 At grade level/163 Fatma Yes - 5 Low Mexican Spanish Female No Glasses Grade level One year below grade level/21 One year above grade level/289 Frances No Mid Mexican English Female No Diabetic Glasses Grade level At grade level/116 At grade level/114 Francesca Yes - 5 Low Mexican Spanish Female No None Grade level At grade level/162 At grade level/178 Fredrick No Low White English Male Learning Disabled None One year above grade level Two years below grade level/285 Two years below grade level/15 Ines Yes - 4 Low Mexican Spanish Female Learning Disabled Glasses Grade level One year below grade level/50 One year below grade level/55 Jade No Mid African American English Female No None Grade level At grade level/183 One year above grade level/224 Kent No High White English Male ADHD Glasses Grade level At grade level/178 One year above grade level/208 Lolita Yes – 5 Low Navajo Navajo Female No None Grade level At grade level/110 At grade level/141 Maria No Mid Mexican Spanish Female No NOTE: School does not have gifted program Grade level At grade level/139 Two years above grade level/296 Mason Yes - 4 Low Vietnamese Vietnamese Male Yes High Func-tioning Autism Grade level At grade level/154 At grade level/138 Nick No Low White English Male No None Grade level One year above grade level/205 At grade level/180 Noah No Low African American English Male No Glasses Grade level At grade level/193 At grade level/177 Sharlene No Mid White English Female No None Grade level One year above grade level/110 At grade level/125 Sophia Yes - 5 Mid Guatamalan Spanish Female No None Grade level At grade level/129 At grade level/152 Stuart No Mid White English Male No Allergic to peanuts Grade level One year above grade level/231 At grade level/116 Terrence No Mid African American English Male No None Grade level At grade level/189 At grade level/192 Wade No Mid White English Male No Glasses Grade level At grade level/179 One year above grade level/223 Welington Yes – 3 Low Cuban Spanish Male Learning Disabled Glasses Grade level One year below grade level/82 Two years below grade level/24 Wendell Yes - 2 Low Somalian Refugee Somali Male No None Grade level One year below grade level/51 Two years below grade level/45 Yung Yes - 4 Low Burmese Burmese Male No None One year below grade level One year below grade level/98 Two years below grade level/65 *Scaled Scores Key: Above Grade Level = 200 +, At Grade Level = , Below Grade Level = 0-99 © 2018.

Grand Canyon University. All Rights Reserved. Lesson Titles, Summaries, Standards, and Objectives 15.0 Lesson titles and summaries are realistic and creative. Standards are expertly selected and objectives are proficiently aligned. Multiple Means of Representation ACEI 2.4; CEC 2.1, 3.1, ICSI.1.K5, ICSI.1.K6, ICSI.1.K15, ICSI.2.K7, ICSI.2.K8, ICSI.2.S1; InTASC 4(b), 4(m), 4(o), 4(p) 5(g); MC2, MC5, COE 2.4 15.0 Expertly explains major concepts from social studies that will be included to promote elementary students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world.

Multiple Means of Engagement ACEI 1.0; CEC 5.2, 5.3, 5.4, ICSI.5.K3, ICSI.5.S7, ICSI.5.S19, IGC.5.S25; ILA-S 5.3; InTASC 3(b), 3(g), 3(h), 3(m), 3(n), 3(o); ISTE-T 4a, 4c; MC1, MC4, MC5; COE 1.4 15.0 Skillfully explains learning activities, including how students will use collaborative technology in positive face-to-face and virtual local and global environments through applying effective interpersonal communication skills. Multiple Means of Expression ACEI 2.5; CEC 3.2, ICSI.5.S19; InTASC 5(e), 5(n), 8(h), 8(m), 8(q); MC1, MC2, COE 2.5 15.0 Substantially describes formative and summative assessments that the content, functions, and achievements of the performing and the visual arts as primary media for communication, inquiry, and engagement among elementary students.

Differentiation 10.0 Professionally describes accommodations in assessments or testing conditions that meet the needs of students with disabilities or English language learners. Resources, Materials, Equipment, and Technology 10.0 Resources selected are expertly chosen for the unit plan. Organization 10.0 The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.

Mechanics (includes spelling, punctuation, grammar, language use) 10.0 Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Total Percentage 100

Paper for above instructions

Section 1: Lesson Preparation

Teacher Candidate Name: [Your Name]
Grade Level: 5
Unit/Subject: Science - Ecosystems
Title of Unit and Brief Summary:
Title: Understanding Ecosystems: Interdependence and Survival
Summary: This unit focuses on ecosystems, emphasizing the relationships among organisms and their environment. Students will explore food chains, habitat diversity, and the importance of conservation, culminating in a project that showcases their understanding of ecological interdependence.

Classroom and Student Factors/Grouping

Our classroom demographics include a diverse group of learners: English Language Learners (ELLs), students with IEPs, and gifted learners. The presence of ELLs, particularly students from varied backgrounds, affects language acquisition, thus necessitating visual aids and collaborative learning. Students with IEPs require tailored materials and assessment methods to facilitate their learning. Gifted learners will benefit from extension activities that challenge their understanding. Overall, differentiation will be key in ensuring all students engage with the content at their appropriate levels.

National/State Learning Standards

- NGSS 5-LS2-1: Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
- NGSS 5-ESS3-1: Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

Specific Learning Targets/Objectives

1. Students will identify the components of an ecosystem and articulate how organisms interact within their environment.
2. Students will create a food chain model to demonstrate understanding of energy flow.
3. Students will analyze the impact of human activity on ecosystems and propose sustainable practices.

Academic Language

- General Academic Vocabulary: ecosystem, interdependence, conservation, energy flow, biodiversity.
- Content-specific Vocabulary: producer, consumer, decomposer, habitat, trophic levels.

Unit Resources, Materials, Equipment, and Technology

- Resources: Textbooks, educational articles, ecological charts.
- Materials: Art supplies for models, digital project tools (Google Slides), and posters.
- Equipment: Access to computers/tablets, projectors for presentations, and field guides for local species.
- Technology: Interactive simulations (e.g., Understanding Ecosystems app) to demonstrate ecosystem dynamics.

Depth of Knowledge Lesson Questions

1. Level 1: Recall
What are the three main components of an ecosystem?
2. Level 2: Skill/Concepts
How do energy and nutrients flow through an ecosystem?
3. Level 3: Strategic Thinking
In what ways can human activities disrupt the balance of an ecosystem?
4. Level 4: Extended Thinking
Design a sustainable plan for preserving a local ecosystem affected by human activity.
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Section 2: Instructional Planning

Day 1

Anticipatory Set:
Begin with a video showcasing various ecosystems. Ask students to share their prior knowledge of ecosystems to activate existing understanding.
Presentation of Content:
Utilize diverse methods to present lesson content, including visual aids (charts), group discussions, and interactive simulations for various learning styles.
Differentiation:
- ELLs: Visual vocabulary cards showing ecosystem components.
- Students with special needs: Use simplified texts and audiobooks.
- Gifted students: Implement research projects on unique ecosystems.
- Early finishers: Provide additional questions related to real-world ecosystem scenarios.
Application of Content:
Students will engage in a group activity to create a food web using string and resource cards representing different organisms.
Assessment:
Formative assessment through group presentations, where each group explains their food web model to their peers.

Day 2

Anticipatory Set:
Brainstorming session about how humans utilize ecosystem resources, prompting students to consider their interactions with ecosystems.
Presentation of Content:
Introduce case studies of local ecosystems, discussing threats to biodiversity (e.g., deforestation, pollution).
Differentiation:
- ELLs: Group discussion with sentence starters for articulating their thoughts.
- Students with special needs: Provide graphic organizers to help structure their ideas.
- Gifted students: Analyze more complex case studies involving multiple factors.
- Early finishers: Read supplementary materials on conservation efforts globally.
Application of Content:
In pairs, students will develop a poster highlighting one human impact on an ecosystem and suggest mitigation strategies.

Day 3

Anticipatory Set:
Discussion on the importance of conservation, connecting to their reliance on healthy ecosystems.
Presentation of Content:
Explore conservation strategies through videos and articles about successful local interventions in ecosystems.
Differentiation:
- ELLs: Use annotated visuals to explain conservation terms.
- Students with special needs: Leverage peer-assisted learning.
- Gifted students: Design a conservation initiative based on their research.
- Early finishers: Write a persuasive letter to a local official advocating for ecosystem protection.
Application of Content:
Students will role-play different stakeholders (scientists, business owners, community members) in a mock town hall discussing ecosystem management.

Day 4

Anticipatory Set:
Introduce guest speakers from local environmental organizations to discuss real-life applications of ecology.
Presentation of Content:
Facilitate a Q&A session with the guests, focusing on how they implement conservation strategies.
Differentiation:
- ELLs: Provide sentence frames for questions during the Q&A.
- Students with special needs: Offer one-on-one support during discussions.
- Gifted students: Encourage them to think critically and propose additional ideas.
- Early finishers: Research the guest organization further and prepare a follow-up question.
Application of Content:
Students will create a fact sheet summarizing the information learned from guest speakers and highlight action steps.

Day 5

Anticipatory Set:
Reflect on the week's learning through journaling about personal connections to the ecosystem.
Presentation of Content:
Review key concepts of ecosystems, interdependence, and conservation strategies. Conduct a short interactive assessment using Kahoot.
Differentiation:
- ELLs: Provide vocabulary support during reviews.
- Students with special needs: Offer verbal quizzes as alternatives.
- Gifted students: Encourage them to delve deeper into case studies for extra credit.
- Early finishers: Assign independent research projects on endangered species in their local area.
Application of Content:
Students will develop a project presentation that requires them to create something (a video, poster, or creative writing piece) illustrating what they learned about ecosystems.

Extension Activity and/or Homework

Assign students to observe a local ecosystem and identify its components, including plants, animals, and human impacts, to discuss in the next class.
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References

1. National Research Council. (2012). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. National Academies Press.
2. California Environmental Literacy Initiative. (2019). California's Environmental Principles and Concepts. Retrieved from https://www.calacademy.org
3. Virginia Department of Education. (2018). Virginia Science Standards of Learning. Retrieved from http://www.doe.virginia.gov
4. NGSS. (2023). Next Generation Science Standards. Retrieved from http://www.nextgenscience.org
5. Epstein, J. L. (2018). School, Family, and Community Partnerships: Preparing Educators and Improving Schools. Westview Press.
6. California Academy of Sciences. (2020). Understanding Ecosystems – A Handbook for Teachers. Retrieved from https://www.calacademy.org
7. United Nations. (2020). The Sustainable Development Goals Report. United Nations Publishing.
8. Leopold, A. (1949). A Sand County Almanac: With Other Essays on Conservation from Round River. Oxford University Press.
9. Wilson, E. O. (1992). The Diversity of Life. Harvard University Press.
10. Louv, R. (2008). Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder. Algonquin Books.
This lesson unit plan incorporates various teaching methodologies and assessments tailored for a diverse classroom while meeting the science standards. It encourages collaborative learning while providing opportunities for individual growth and exploration in understanding ecosystems.