Posted: March 18th, 2023

SPD-581 Cross-Curricular Unit Plan

Benchmark – Cross-Curricular Unit Plan. Data should drive instruction and, as a best practice, teachers should gather formal and informal data before, during, and after every lesson. This is especially important when integrating cross-curricular content into English language arts (ELA) lessons. Students who face learning challenges related to literacy skills often have similar struggles in other content areas such as math, social studies, and science. Since students’ reading, writing, speaking, and listening skills and abilities vary widely in all classrooms, it is important to identify how poor literacy skills can negatively affect performance in other curricular areas and select intervention, remediation, and differentiation strategies that can be applied across disciplines. This can support teachers in meeting the unique literacy needs of each student and help them work toward becoming proficient in literacy and more successful in all the content areas.

Carefully review the data for each student in the “SPD-581 Class Profile.” Assume the students in the “Class Profile” are in the grade level that you are most interested in teaching. Using the data from the “Class Profile,” complete the “SPD-581 Cross-Curricular Unit Plan” template as directed.

While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting 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. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies and professional standards:

MED in Elementary/Special Education (ITL/NITL/NV); MED Mild/Moderate Special Education

5.1: Consider individual abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individuals with exceptionalities. [CEC 5.1, ICSI.5.S8, ICSI.5.S15, IGC.5.K1, IGC.5.S7, IGC.5.S23, IGC.5.S24; InTASC 1(b), 2(d), 5(f), 6(v), 8(s), 9(h); MC2, MC3, MC4, MC5]

5.4: Use strategies to enhance the language development and communication skills of individuals with exceptionalities. [CEC 5.4, ICSI.5.K2, ICSI.5.S19, IGC.5.S13, IGC.5.S14, IGC.5.S16, IGC.5.S17, IGC.5.S18, IGC.5.S19, IGC.5.S23, IGC.5.S24; InTASC 2(e); TPE 1.6, 3.5, 4.4, 4.7, 5.7; MC1, MC4]

5.7: Teach cross-disciplinary knowledge and skills such as critical thinking and problem-solving to individuals with exceptionalities. [CEC 5.7, ICSI.5.S14, ICSI.5.S15, ICSI.5.S16, IGC.5.S3, IGC.5.S10; InTASC 5(a), 7(h); TPE 1.5, 3.3; MC1, MC2, MC4]

MED in Elementary/Special Education (ITL/NITL/NV)

4.1: Select and use technically sound formal and informal assessments that minimize bias. [CEC 4.1, ICSI.4.K1, ICSI.4.K2, ICSI.4.K4. ICSI.4.S1, ICSI.4.S5, ICSI.4.S2, ICSI.4.S8, IGC.4.K1, IGC.4.K3, IGC.4.S1, IGC.4.S2, IGC.4.S3, IGC.4.S4; InTASC 6(a), 6(b), 6(h), 6(j), 6(k); TPE 5.1; MC2, MC3, MC5]

___________________-
SPD-581 Cross-Curricular Unit Plan

Grade Level: 3

Subjects: English Language Arts, Science, Social Studies

Unit Title: The Solar System

Unit Overview:

This unit will explore the solar system, including the sun, planets, moons, asteroids, comets, and meteoroids. Students will learn about the physical characteristics of each object in the solar system, as well as their formation and evolution. They will also learn about the solar system’s role in our own planet’s history and climate.

Unit Goals:

By the end of this unit, students will be able to:

Identify the sun, planets, moons, asteroids, comets, and meteoroids in the solar system.
Describe the physical characteristics of each object in the solar system.
Explain the formation and evolution of the solar system.
Discuss the solar system’s role in our own planet’s history and climate.
Unit Objectives:

Students will be able to identify the sun, planets, moons, asteroids, comets, and meteoroids in the solar system.
Students will be able to describe the physical characteristics of each object in the solar system.
Students will be able to explain the formation and evolution of the solar system.
Students will be able to discuss the solar system’s role in our own planet’s history and climate.
Unit Activities:

Students will create a model of the solar system.
Students will research a specific object in the solar system and create a presentation to share with the class.
Students will participate in a solar system scavenger hunt.
Students will write a poem or story about the solar system.
Students will create a solar system diorama.
Assessment:

Students will be assessed on their knowledge of the solar system through quizzes, tests, and projects.
Students will be assessed on their ability to communicate their knowledge of the solar system through presentations, writing, and art projects.
Differentiation:

For students who need more support, they can be given graphic organizers and other tools to help them learn the material.
For students who are ready for a challenge, they can be given more complex projects or assignments.
Resources:

Books about the solar system
Websites about the solar system
Solar system models
Solar system posters
Solar system games
Extensions:

Students can research a specific topic related to the solar system, such as the formation of the planets or the role of the sun in our solar system.
Students can create a solar system website or blog.
Students can participate in a solar system field trip.
Accommodations:

For students with disabilities, accommodations can be made to the activities and assessments. For example, students with visual impairments may need to use large print materials or audiobooks. Students with auditory impairments may need to sit in the front of the classroom or use assistive listening devices.
Reflection:

This unit was a great way for students to learn about the solar system. They were able to explore the different objects in the solar system and learn about their physical characteristics, formation, and evolution. They also learned about the solar system’s role in our own planet’s history and climate. I am confident that students will retain this information and be able to use it in future classes.