Unit Plan Development 2 Please see attached documents for further instruction! Need by, Monday, March 14, 2022 Daily STEAM Unit Plan Lesson 1 EDU 573: In

Unit Plan Development 2

Please see attached documents for further instruction!

Need by, Monday, March 14, 2022

Daily STEAM Unit Plan Lesson 1

EDU 573: Instructional Methods

Daily STEAM Unit Plan Lesson 1

Taya Hervey-McNutt

Dr. Hau Nguyen – Course Instructor

Strayer University

March 12, 2022

Daily STEAM Unit Plan Lesson 1

Unit Plan Development

Unit Plan Lesson 1

Teacher’s Name Miss Taya

Date of Lesson 2022, March 12

Time of Lesson 8: 10 am

Subject

The concept is a single subject, ranging from biggest to smallest
number.

Factors that can affect
what you can teach

Some of the factors that can affect what I can teach include class
size, time, and space.

The class size is small, which can be easily handled and
enhances every learner’s participation. I can easily monitor my
learners and identify any difficulties.

The time selected is enough to cover the topic fully; hence no
learner has limited time since I have also incorporated a suitable
time for normal learners and those with learning difficulties.

The learners are in a more spacious room, where each learner’s
distance enables them to feel comfortable while in the
classroom. The distance allocated to each also enables them to
remain focused.

Class Demographics My class comprises 382 learners, with the majority being 6
years, while a few are 7 years. There are 181 girls and 201 boys.
¼ of the members are from the high working class, while the
majority are from the middle economic class.

My class comprises different ability levels: writing, auditory,
and visual learners.

It is a learner-centered institution, which implies that learners
are fully engaged in classroom activities and highly cherished
classroom communication. Engaging the learners in the class

Daily STEAM Unit Plan Lesson 1

activities can gain more knowledge and increase retention
levels.

The classroom schedule ranges from arrival time, cleanup time
(the learners), lesson time, and dismissal time. Arrival time is
from 7:00- 8:00 am, cleanup time starts from 8:10 – 8:40 am,
from 8:50-8:55 am is recapture of the last lesson’s work,
8:55-9:25 am is illustrations of the topic, 9:30 is dismissal time.

Teachers’ qualities include time management, work organization,
teamwork, and patience.

Three potential
advantages to teaching
this mix of students.

Teaching mixed ability students enhances collaboration among
the learners, which improves academic achievements,
motivation, self-esteem, and increased knowledge retention (1).

Teaching mixed ability students give students of different
backgrounds access to the same high-quality instruction and
resources just like the high order thinking students.

Teaching mixed ability students enables high-order thinking
students to motivate and engage other students of different
abilities.

Two potential
challenges to teaching
this mix of students.

Teachers have inadequate time to handle each learner’s needs

The high order thinking students might feel that they are not
being given enough work, while the slow learners feel that they
do not get the necessary assistance from the teacher since they
view given assignments as difficult

Student participation is limited since the high order thinking
students participate more than the slow learners because they
(slow learners) are shy and less advanced (2).

Scope The lesson starts at 8:40 am and ends at 9:25 am. At this time,
the students are still attentive and active and can grasp most of
the concepts.

The classroom resource will be the science lab since it is
equipped with the necessary materials for the lesson. They can
use the materials to observe and record the outcomes. The
subject curriculum will also be used as a guide.

The lesson plan fits into an interdisciplinary plan in that the
various concepts are combined to make one theme and are later
presented to students.

Daily STEAM Unit Plan Lesson 1

Measurable
Objectives

Preparing the different sized equipment for arrangement. This is
in line with the common core standards, which require each
student to have their objects for arrangement. Each learner will
be required to arrange the objects from smallest to largest.
Through this, learners develop observation skills.

Another objective is, ensuring that each learner has the desired
outcome. The outcome of the lesson is to see the learners gain
observation skills by correctly arranging different objects in the
right order. A teacher should therefore ensure that every student
gains the skill.

Evaluation
Methodology for
Measuring Learning

Using portfolios, where students will develop their portfolios,
and after that, assessment conducted to show the extent of their
performance. The learners will also engage in self-assessment to
ascertain whether they have achieved their set goals. They will
make slides and demonstrate them to their class members.

Technology
Integration

The technological equipment used includes digital presentations,
interactive whiteboards, and online research.

Learners and teachers can use Microsoft PowerPoint to develop
slides for presentations.

The interactive whiteboards display images and videos during
classroom teaching, keeping learners engaged.

Incorporating technology in teaching encourages teamwork and
collaboration among learners when in class or different places.

Educational Theory
and Rationale

Here, the theories include humanism and connectivism theories.
Humanism entails a learner-centered approach. Humanism
theories enable the learners to be fully involved in teaching and
learning. It suits this lesson because the learners will fully
participate in the learning process.

Connectivism is associated with digital literacy, identifying and
remediating gaps in knowledge retention.

Daily STEAM Unit Plan Lesson 1

Instructional
Strategies and
Procedures

Lesson Introduction (Beginning/Warm-Up)

Beginning the lesson with a question or a reflection of the last
lesson. Asking questions is effective because it makes the
learners brainstorm, thus making them attentive.

Teaching the Main Lesson (Guided and Independent
Practice/Middle)

I will do a short introduction of the topic, then give my students
an assignment to do as I guide them

Lesson Closure (Ending)

I will present charts to the learners to show them the summary of
what has been learned.

Transition into Assessments During Instruction

Each learner will be given various assessments; intelligence,
achievement, behavioral, and aptitude tests to determine their
needs, strengths, and preferences. It shows the learner’s overall
academic performance.

Responses to the
Needs of Different
Types of Learners

(3 Examples)

Identifying the various learning styles of each student since my
class comprised students with and without disability and
different understanding levels. Some learners. T demonstrates
the qualities of a good teacher, I will be aware of each of my
learner’s interests and abilities and their learning skills to ensure
all of them benefit from classroom work (3).

Daily STEAM Unit Plan Lesson 1

I will allow my learners to work at their own but reasonable
pace since learners understand better and enjoy classwork when
allowed to work at their own pace.

I will use a unique approach when handling my learners to put
maximum effort into their work. A unique approach may include
reviewing the skills gained from a past lesson or class.

Strategies for
Inclusion of All
Students

Be aware of all the different needs of every learner in the
classroom. This will enable every learner to feel your impact in
classroom teaching.

Create opportunities to listen to all learners. I should create time
for every learner to help solve their problems.

Providing support for all the learners in a way that benefits all of
them. Educational support should be provided for every learner
(4).

Remediation Activities
for Identified At-Risk
Students

Assist the students in studies and organizational activities, which
involve graphic organizers, learner’s work organization, and how
to engage in effective note-taking.

Using differentiated instructions in class reduces the number of
learners who require remediation.

Using different approaches to teaching. Here, you can engage
the learners in peer teaching or smaller discussion groups. You
can also use online teaching to bring a change in the method of
teaching.

Enrichment Activities
for Identified Gifted
Students

Give them more challenging work. Challenging work keeps
them engaged and focused, preventing them from engaging in
destructive activities.

Give them extra work than the rest. Extra work makes them
remain competitive.

Honor their interests and allow them to explore more. The gifted
children have abilities and interests that are beyond their
agemates’. Therefore, they should be allowed to express their
interests to enhance their satisfaction (5).

Daily STEAM Unit Plan Lesson 1

Rationales for Using
Both Formative and
Summative
Assessments with
Specific Examples

Formative assessment is used in this lesson to assess the
learners’ performance as they progress throughout the course
period. It has been used to identify learners’ strengths and
weaknesses and the corresponding adjustments. I used formative
assessment to know whether my learners gained the content
taught.

Summative assessments have been used for evaluation purposes
after an instructional period. It is administered at the end, final
exams, and class projects. Summative assessments have been
used to get learners’ test scores.

Unit plan 1

Lesson 1 Reading and writing numbers

Common Core
Standards

The common core standards involve the application of
knowledge through high-order thinking skills.

Building upon the strengths and lessons of current state
standards.

Aligning with college and career expectations

“I Can” Objective Preparing the different sized equipment for arrangement. This is
in line with the common core standards, which require each
student to have their objects for arrangement. Each learner will
be required to arrange the objects from smallest to largest.
Through this, learners develop observation skills.

Another objective is, ensuring that each learner has the desired
outcome. The outcome of the lesson is to see the learners gain
observation skills by correctly arranging different objects in the
right order. A teacher should therefore ensure that every student
gains the skill.

Length of Time of the
Lesson

60 minutes

Materials/Resources The assigned textbook

Charts

A model comprising of the numbers

Warm-Up (Opening
Activity)

Beginning the lesson by asking the learners to list 1-10

Daily STEAM Unit Plan Lesson 1

Instructional/Delivery
Strategies

Using considerate pacing

Using random selection method while asking questions

Giving clear instructions

Procedures (List Steps
by Steps in Numerical
Order)

I would ask the learners randomly to list numbers 1-10. This
would make me identify learners with difficulties in naming the
figures.

I would request a fraction of the class to write the numbers in
the bord

I would randomly appoint any learner to write selected figures
on the board

I would use charts to illustrate the different figures.

Integration
(Technology, other
Subject Matters)

Some of the technological equipment I will use include digital
presentations, interactive whiteboards, and online research.

Learners and teachers can use Microsoft PowerPoint to develop
slides for presentations.

The interactive whiteboards display images and videos during
classroom teaching, keeping learners engaged.

Online platforms will demonstrate some of the videos on writing
and reading 1-10.

Closing I will present charts to the learners to show them the summary of
what has been learned.

Assessments Formative assessment is used in this lesson to assess the
learners’ performance as they progress throughout the course
period. It has been used to identify learners’ strengths and
weaknesses and the corresponding adjustments. I used formative
assessment to know whether my learners gained the content
taught.

Summative assessments have been used for evaluation purposes
after an instructional period. It is administered at the end, final
exams, and class projects. Summative assessments have been
used to get learners’ test scores.

Daily STEAM Unit Plan Lesson 1

Differentiate the
Lessons to the
Students’ Needs

Using reading materials at varying readability levels. Reading
materials will be incorporated in the lesson at intervals and not
throughout.

Presenting ideas through both auditory and visual means.
Learners need to be engaged through visual elements such as
charts and videos during learning sessions.

Learners will be exposed to interest centers where they would be
encouraged to explore the subtrahends of the class topic of their
interest.

Lesson 2 Sorting, classifying, and grouping objects according to shape
and numbers

Standards (Use the
Common Core)

The common core standards involve the application of
knowledge through high-order thinking skills.

Building upon the strengths and lessons of current state
standards.

Aligning with college and career expectations.

“I Can” Objective Preparing the different sized equipment for arrangement. This is
in line with the common core standards, which require each
student to have their objects for arrangement. Each learner will
be required to arrange the smallest to largest and draw shapes.
Through this, learners develop observation skills.

Another objective is, ensuring that each learner has the desired
outcome. The outcome of the lesson is to see the learners gain
observation skills by correctly arranging different objects from
the right order and accuracy skills by drawing the shapes
accurately. A teacher should therefore ensure that every student
gains the skill.

Length of Time of the
Lesson

60

Materials/Resources The assigned textbook

Charts

A model comprising of the numbers and different shapes

Warm-Up (Opening
Activity)

Beginning the lesson by asking the learners to list 1-10 and
name different shapes.

Daily STEAM Unit Plan Lesson 1

Instructional/Delivery
Strategies

Using considerate pacing

Using random selection method while asking questions

Giving clear instructions

Procedures I would ask the learners randomly to list numbers 1-10. This
would make me identify learners with difficulties in naming the
figures.

I would select some learners to draw different shapes on the
board

I would randomly appoint any learner to write selected figures in
the already drawn shapes

I would use charts to illustrate the different figures and shapes.

Integration Some of the technological equipment I will use includes digital
presentations, interactive whiteboards, and online research.

Learners and teachers can use Microsoft PowerPoint to develop
slides for presentations.

The interactive whiteboards display images and videos of
different shapes during classroom teaching, keeping learners
engaged.

Online platforms will demonstrate some of the videos on writing
and reading 1-10.

Closing I will present charts to the learners to show them the summary of
what has been learned.

Assessments Formative assessment is used in this lesson to assess the
learners’ performance as they progress throughout the course
period. It has been used to identify learners’ strengths and
weaknesses and the corresponding adjustments. I used formative
assessment to know whether my learners gained the content
taught.

Summative assessments have been used for evaluation purposes
after an instructional period. It is administered at the end, final
exams, and class projects. Summative assessments have been
used to get learners’ test scores.

Daily STEAM Unit Plan Lesson 1

Differentiate the
Lessons to the
Students’ Needs

Using reading materials at varying readability levels. Reading
materials will be incorporated in the lesson at intervals and not
throughout.

Presenting ideas through both auditory and visual means.
Learners need to be engaged through visual elements such as
charts and videos during learning sessions.

Learners will be exposed to interest centers where they would be
encouraged to explore the subtrahends of the class topic of their
interest.

Daily STEAM Unit Plan Lesson 1

References

1. Slavin, R. E., Hurley, E. A & Chamberlain, A. (2003). Cooperative learning and

achievement: Theory and Research. Handbook of psychology. Retrieved from DOI:

10.1002/0471264385.WEI0709

2. Denine, W., (2019, August 14) Mixed ability classes: Factors, challenges, and

advantages. Retrieved from HYPERLINK

“https://shaneschools.com/en/mixed-ability-classes-factors-challenges-advantages/”

Mixed-Ability Classes: Factors, Challenges and Advantages

3. Boender, C. (2020) Accommodating different learning styles: 3 tips to guide you. Hey,

Teach! Retrieved from

https://www.wgu.edu/heyteach/article/accommodating-different-learning-styles-3-tips

4. Oli, R., (2022, March 2) How to create an inclusive classroom: 12 Tips for teachers.

Retrieved from https://planbee.com/

5. Hance, M. (2020, January 14). Ways to keep gifted students motivated in the classroom.

Graduate Programs for Educators. “https://www.graduateprogram.org/2020/01/ways-to-

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