Saint Francis University
Education Department
Standards-Aligned Unit Planning Process-Domain I
1. Unit Overview
1a. Brief description of the unit of study
1b. Grade level standard(s) to be addressed in
this unit of study
2. Learning Targets - Domain I/III
2a. Concepts and Competencies for all students
Unit Plan
Content Area: Cross-Curricular (Science)
Grade Level: 2nd
The students will be exploring the Solar System, namely the planets, Earth’s moon, and the stars,
through a variety of cross-curricular explorations.
Standard - 3.3.4.B1
Identify planets in our solar system and their basic characteristics.
2a.Concepts and competencies for all students
Describe what all students are expected to know (concepts) and be able to do (competencies) at
the completion of the unit of study.
The student will be able to identify the eight planets as they exist within our Solar System. The
student will, through a variety of cross-curricular activities, explore the different planets at
different capacities. Therefore, their specific knowledge of the planets will differ depending on the
extent of their explorations. (ex. one student may be in charge of reading about Mars, while
another will spend more time exploring facts about Jupiter.) All students will be able to identify at
least one fact about a specified planet, as well as at least one generalized fact about the Solar
System.
Resources:
SAS Portal: PA Core Curriculum Framework

2b. Key vocabulary for all students
 Solar System - the Solar System consists
of the Sun and all the objects that orbit
around it including the planets,
asteroids, comets, and other objects
 Orbit- the path a celestial object (stars,
planets, asteroids, comets, and
meteoroids) takes around a star or planet
 Moon - a celestial body that makes an
orbit around a planet, including the eight
major planets, dwarf planets, and minor
planets
 Crater – a large hole on the moon
formed by space rocks hitting against
the moon’s surface
 Phases of the Moon - how much of the
moon appears to us on Earth to be lit up
by the sun
 Star - a giant ball of hot gas and plasma
that generates huge amounts of energy
through nuclear fusion
 Planet - a large celestial object that has
become rounded due to its gravity and
has cleared is nearby region of other
smaller objects
 Day – the amount of time it takes a
planet to rotate all the way around
 Year – the amount of time it takes a
planet to orbit the sun
3. Instructional Process - Domain III
PA Alternate Eligible Content
General Education Curriculum Unit Objectives
2b. Prioritized key vocabulary and ideas for all exceptional learners
Identify and describe/define prioritized vocabulary and ideas for students with instructional needs.
This vocabulary should include a subset of the key vocabulary that all students will learn in this
unit as well as foundational and high frequency core vocabulary that students will need to
understand in order to comprehend prioritized concepts.
 Solar System - the Solar System consists of the Sun and all the objects that orbit around it
including the planets, asteroids, comets, and other objects
 Sun – a huge star in the center of our Solar System that produces great amounts of energy
such as heat and light
 Orbit- the path a celestial object (stars, planets, asteroids, comets, and meteoroids) takes
around a star or planet
 Planet - a large celestial object that has become rounded due to its gravity and has cleared
is nearby region of other smaller objects
o Day – the amount of time it takes a planet to rotate all the way around
o Year – the amount of time it takes a planet to orbit the sun
 Moon - a celestial body that makes an orbit around a planet, including the eight major
planets, dwarf planets, and minor planets
o Crater – a large hole on the moon formed by space rocks hitting against the moon’s
surface
o Phases of the Moon - how much of the moon appears to us on Earth to be lit up by
the sun
 Star - a giant ball of hot gas and plasma that generates huge amounts of energy through
nuclear fusion
 Universal Design for Learning Principles:
Multiple Means of Representation, Expression and Engagement
Differentiation Accommodations and
Instructional BEFORE identifying barriers, consider options and multiple pathways Modifications
Components for ALL students as they access the general curriculum. Consider: the
modes in which instruction and materials are presented, how students
will interact, respond, and demonstrate what they know, and ways to
adjust levels of challenge and maintain engagement. Barriers to Access
Instructional Materials, Resources Assessment
Practices and Tools
Describe each critical Identify effective and Identify flexible Identify flexible After UDL Principles After Barriers to
instructional evidence-based materials, tools and assessments that will are discussed, list Access are discussed,
component that will instructional practices resources that will support educators to additional list potential
be included in a that will describe how support educators to meet the varied needs instructional and accommodations and
sequence of to: meet the varied needs of all students. curricular barriers modifications that
instruction within this  Teach the of all students. Consider: that students may may support
unit to guide students concepts and encounter in the areas overcoming the
 How will the
in achieving the skills (present of access to learning barriers in the areas
 SMART board educator
prioritized learning the and meaningful of access to learning
 Solar system monitor
target(s). information to participation. and meaningful
posters student
the students) participation
engagement,
 Various books
Instructional  Provide participation  *This unit
and reading
components include student and learning? includes
materials for
those that address practice with  How will careful
solar system
prioritized learning corrective students planning
exploration
targets as well as feedback (how communicate strategies to
those that students correct  Graphic ensure
their
will participate in but responses will organizers meaningful
responses?
may not be assessed be participation
on. Including both acknowledged for all
allows planning for and how  Formative students.
meaningful errors will be questioning
participation in all corrected) techniques
instructional  Design
components of the formative  Completion of
unit. assessment graphic
organizer for
 Introductory  Reteach writing
Science Lesson concepts and
on the Planets skills when  Students will
in the Solar necessary record planet
System  Provide facts to show
 Reading distributive what they
passage on the review of learned from
planets with a previously solar system
focus on learned skills explorations
synonyms
 Creative  Questioning  Students will
writing lesson techniques identify moon
(Postcards phases and star
from another facts that they
 Collaborative
planet) learned on
group work
 Math puzzles – paper display
answer the
 Introductory
math fact to
videos and
build the
PowerPoint
puzzle
slides
 Science lesson
on the moon
 Graphic
and stars
organizers for
writing activity

 Verbal
feedback

 Writing
organizers will
be corrected
for feedback

 Poster with
student-
collected facts
will be used
 throughout the
duration of the
unit for
reference
4. Individualized Student Planning
Student Standards-Aligned IEP Goals
Aligned to prioritized learning
targets
A List IEP Goals from each student=s
IEP that are aligned to the
prioritized learning targets. At this
time, there may not be IEP Goals
that are aligned to the prioritized
learning targets addressed in a
unit.
Student-Specific IEP Goals
List IEP Goals from each student=s
IEP that address unique student
needs and that will be taught
and/or assessed during this unit.
This may include academic IEP
Goals that are linked to other
content areas (e.g. literacy or
numeracy during a science unit)
and/or IEP goals that may
address, but are not limited to:
communication, assistive
technology, behavior, motor,
and/or social skills.
Individualized Student Supports
Describe the individualized
supports that each student with
complex instructional needs will be
provided to allow for meaningful
participation and access to
learning.
Consider:
Identifying features of instructional
materials, tools and resources for
each student;
Describing how each student will
use the materials, tools and
resources (including adult roles
such as prompts, position, and
response);
Detailing a plan for preparation
and use of materials, resources
and tools
Assigning responsibilities for
preparing materials in a timely
manner
Describe additional supports and
services that need to be provided
during this unit to address unique
student needs.
B
C