A unit plan provides the long-term instructional planning that integrates multiple standards into a larger instructional concept. Developing a unit plan includes outlining content and resources, learning activities and assessments. The plan should also include accommodations to meet individual student needs. Part 1: Weekly Unit Plan For this assignment, select a grade level K-3 to generate a unit plan using the "Weekly Unit Plan." If possible, use your lesson plans from previous topics to generate a unit plan in which you incorporate your selected theme into science and social studies instruction. Your unit plan must include weekly plan of : Summary of Curriculum-based Learning Activities - Describe developmentally meaningful and challenging learning activities that apply appropriate

curriculum that is aligned to state standards.

Differentiation - What are the adaptations or modifications to the instruction/activities as determined by the student factors or individual learning needs?

Engagement Strategies - What strategies to use with students to keep them engaged throughout the unit of study?

Assessments and accommodations - How will learning be assessed and what accommodations will be made to meet individual student needs?

Part 2: Rationale At the bottom of the "Weekly Unit Plan," template, generate a 250-500 rationale that addresses the following: ? Describe reasoning behind your chosen instructional strategies. ? Reflect and evaluate how you appropriately modified instruction to meet each child's learning needs and promote positive outcomes. ? Explain how the assessment data and student feedback from previous lesson implementations inform the planning of this unit

Unit Theme: Properties of Materials. An Introduction to Matter. Day 1 Day 2 Day 3 Day 4 Day 5 Title of Lesson or Introduction to Hands-on Material Sharing Connecting Visual Representation Activity Physical Properties Exploration Observations and Physical Properties of Physical Properties Descriptions to Everyday Life Standards and CCSS.ELA- CCSS.ELA- CCSS.ELA- CCSS.ELA- CCSS.ELA- Objectives LITERACY. W.K. LITERACY.W.K. LITERACY. W.K. LITERACY.W.K. LITERACY. W.K.2: What do students 2: Students can use 2: Using a 2: Have students 2: Students can Get children to write need to know and a combination of combination of write their work by produce instructive explanatory and be able to do for drawing, dictation, illustration, drawing, taking and explanatory informative pieces by each day of the and writing to dictation, and notes, and writing. texts by producing having them draw out unit? create instructive writing, have This will help you their work using a their ideas and and explanatory students create make helpful and combination of dictating them to texts. Ask students informative and explanatory texts. drawing, dictating, themselves. Get the to specify the topic explanatory texts. Have students and writing. This students to title their of their essays and Have students name the topic of will allow for work and give a brief to offer identify the topic their work and give greater creativity in overview of the topic background of their writing and some information the final product. they've chosen to information. supply background about it. Have students pick explore. information. the subject of their Science Standard: Science Standard: writing and share Science Standard: K- K-PS1-1: Plan and Science Standard: K- K-PS1-1: Create a some information PS1-1: Plan and carry carry out an PS1-1: To compare test to see how the regarding the out an experiment to experiment to the impact of various force and direction compare the effects on pushes and pulls oncompare how the motion of an of a push or pull subject they have the motion of an object different strengths object, plan and affect the path of chosen. of different strengths or directions of carry out a research. an object, and see of pushes and pulls as pushes and pulls how the results Science Standard: well as varied affect the compare. K-PS1-1: Plan and directions of the forces movement of an carry out an that are being applied. item. experiment to compare how different strengths or directions of pushes and pulls affect the movement of an item. Academic Physical Hands-on Material Physical Physical Physical properties: Language and properties: Exploration properties: properties: characteristics of a Vocabulary characteristics of a Descriptive characteristics of a characteristics of a material that can be What academic material that can vocabulary: words material that can material that can observed or measured language will you be observed or used to provide be observed or be observed or (e.g., color, texture, emphasize and measured (e.g., details and measured (e.g., measured (e.g., shape) teach each day color, texture, information about color, texture, during this unit? shape) something (e.g.. color, texture, shape) smooth, rough, soft, shape) Descriptive hard vocabulary: words Descriptive Descriptive Descriptive used to provide details vocabulary: words Different types of vocabulary: words vocabulary: words and information about used to provide materials that are used to provide used to provide something (e.g. details and used every day (e.g.. details and details and information about smooth, rough, soft. plastics, metals. information about information about hard) something (e.g.. fabric, and glass) smooth, rough, soft. something (e.g., something (e.g., hard smooth, rough. smooth, rough, Different types of soft, hard) soft, hard) materials that are used every day (e.g.,Different types of plastics, metals, fabric, materials that are and glass) used every day (e.g., plastics, metals, fabric, and glass) Summary of Students will be Students will Students will share Students will Students will Content introduced to the engage in hands-on their observations explore how synthesize the Knowledge and concept of physical experiments to and descriptions of physical properties information they Resources properties of explore and the physical are related to gathered during the How are in-depth materials. The compare the properties of everyday objects unit and create a visual content knowledge lesson will involve physical properties materials with each and materials they representation of their and learning hands-on of different other. This encounter. The findings. This could be resources in the exploration of materials. They collaborative lesson will in the form of a poster academic different materials will use digital learning activity emphasize the or slideshow, disciplines applied to observe and cameras or tablets will foster significance of showcasing their to create describe their to document their communication understanding understanding of meaningful and physical properties. observations and and engagement physical properties physical properties and engaging Resources include create a visual among students. in daily life. their ability to write opportunities for pencils, pebbles, representation of informative/explanator students to learn, books, boxes, and their findings. Different types of y texts. practice, and a book titled "What materials that are master content? Is the World Made Different types of used every day Of?" by Kathleen materials that are (e.g., plastics, Weidner Zochfeld. used every day metals, fabric, and (e.g., plastics, glass) Different types of metals, fabric, and materials that are glass) used every day e.g., plastics, metals, fabric, and glass)Summary of Curriculum-based Learning Activities Describe developmentally meaningful and challenging learning activities that apply appropriate curriculum that is aligned to state standards. Differentiation What are the adaptations or modifications to the instruction/activitie s as determined by the student factors or individual learning needs? Engagement Strategies What strategies are you going to use with your students to keep them engagedthroughout the unit of study? Assessments and accommodations How will learning be assessed and what accommodations will be made to meet individual student needs? Rationale