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:
Grade Level:
The students will have the opportunity to engage in learning about farm animals. They will have
the opportunity to partake in experiments surrounding caring for animals and the products that we
obtain and make from farm animals. They will have the opportunity to explore various types of
farm animals and farm life.
Preschool-SAS Portal
9.1.V.PK.E1
Use imagination and creativity to express self through visual arts.
9.1.V.PK.B1
Combine a variety of materials to create a work of art.
2a.Concepts and competencies for all students
Concepts:
1. Farm animals provide us with a variety of products
2. Many types of animals can live on a farm
Competencies:
1. What we can use the products we are provided with to make
2. How farm animals help to keep the population alive
2b. Key vocabulary for all students 2b. Prioritized key vocabulary and ideas for all exceptional learners
Farm Animal Farm Animal
Shearing Measurement
Compare Wool
Weight
Measurement

3. Instructional Process - Domain III

Universal Design for Learning Principles:
Multiple Means of Representation, Expression and Engagement
Differentiation
Instructional Accommodations and
Components Barriers to Access Modifications

Instructional Materials, Resources Assessment

Practices and Tools

 Read aloud  Class  Dry erase  Formal  Information  Adapt the

 Educational Discussion board/markers through may be too information to
videos  Open-Ended  Worksheets for worksheet complex/simpl accommodate
questions each student assessment e for some the diverse
 Self-
 Direct  Informal learners learning styles
exploration  Art supplies
instruction  Some learners and areas of
 Self-  Gloves  Observation
 Examples may want one learners
expression   Percent of
 Hands-On on one guided  Allow for a
 Time for recall correct
Science instruction more guided
of information responses
 Some activities group learning
provided  Worksheets given
may take and a more ‘on
longer than your own’
anticipated group learning
 Allow more
time for
activities
4. Individualized Student Planning
Student Standards-Aligned IEP Goals Student-Specific IEP Goals Individualized Student Supports
Aligned to prioritized learning
targets
A N/A N/A N/A

B N/A N/A N/A

C N/A N/A N/A