Sofroni - Edu 603 Final Project

EDU 603 FINAL PROJECT 1
EDU 603 Final Project: A First-Grade Informational Writing Unit
Eriselda Sofroni
Post University
Dr. Jennifer Wojcik
April 28, 2023

EDU 603 Final Project: First-Grade Informational Writing Unit
Part I: Statement of Educational Philosophy
A teacher needs to be in contact with a variety of students and always try to learn new
methods and strategies to achieve success in the education field. Having a student-centered
classroom makes it the teacher's goal to capture the attention of students, understand them, and
organize activities to aid their learning. There needs to be continuous beneficial interactions
between students and teachers to form a secure community. Teaching in a student-centered
classroom can help students focus and allow for a more engaging educational setting, allowing
students to have a grasp of their own education and academic growth.
The main goal of teaching is allowing students to grow their desires towards wanting to
know more. Teaching in the field of science, where the key is understanding the way life is built,
exists, and moves about, can be challenging. A science teacher receives satisfaction not only
when their students understand and make connections between their life and science, but also by
being part of the new generation’s growth. One of the goals of science education is to develop
students’ thinking and problem-solving skills. The teacher needs to provide support while
students are learning a new concept. With the help of differentiated instruction learning, the
students will be provided with knowledge-building tools, resulting in a student-centered lesson.
Through the use of differentiated instruction in science, educators can provide various
activities that will motivate and engage all students. While using differentiated instruction a
teacher should implement strategies for their students to follow, such as: “modeling respect,
setting expectations, the opportunity for success, participation, engagement, showing respect,
cooperation, encouraging the others, leading, expressing voice and asking for help” (Melo et al.,
2020, p. 31). Managing to build an understanding and cooperating classroom will allow
educators to easily build a student-centered environment that is well-balanced between teachers’
instructions and students’ actions.
Teachers need to build activities that are centered around the students, those being
questions asked during the lesson, brainstorming, “Do Now” and “Exit Ticket” activities, labs,
and group work. As Fjelland mentioned in their article, a teacher needs to approach the
classroom by “starting with important questions that are interesting to everyone, may develop
into an ‘internal game’ where the original problem is transformed to a technical question that has
no relevance to the original problem” (Fjelland, 2021, p. 247). This philosophy of science can
allow students to engage more in ways of playing and answering the questions with tools such as
Kahoot, Mindless March bracket, Climb up, and Jeopardy which make it more fun for them.
Trying to find the correct answers allows students to reflect and test their memory. Monitoring
the students through the game is easy, they gain a large amount of information so they can see
their weaknesses and work on improving their skills.
Universal design for Learning (UDL) in science content is a pathway to extending
knowledge, understanding, and written explanations (Finnegana & Dieker, 2019). One of the
instructions to engage the students is to create a concept map that they can expand their
explanations using their notes (Finnegana & Dieker, 2019, p. 11). To capture the attention of the
students the teacher needs to organize activities for them, by keeping them engaged through
reading books with different reading levels and filled with nonfiction pictures, showing videos
that can be paused during the viewing, and asking questions regarding the viewed content. The
teacher should give opportunities to students so they can be in the center of teaching and
encourage students to achieve their goals and solve any challenge.
It has been shown that “the use of learner-centered active learning methods and
approaches in science teaching positively affects academic achievement” (Ozyurt et al., 2021, p.
2). The instructions of understanding by design (UbD) involve three stages: knowledge, skills,
and understanding (Ozyurt et al., 2021, p. 3). Through these stages, the educator can implement
critical thinking skills within their students allowing them to grow independently through their
learning journey.
Part II: Rationale of Curriculum
The topic of this unit is “Naming and writing formulas for molecular compounds”. The
classes are composed of high school sophomores and juniors, most of them are CP sophomores.
The students are all boys, consisting of different races, 80% are Caucasian, 10% are Hispanic,
5% are African American, and 5% Asian. Sometimes it is challenging to manage the classes due
to the disruptions that students cause. The classes contain 22 students of ages 16 to 17 years old.
The learners will be focusing on naming ions. Even though science can be challenging to
understand, the school has a center that helps tutor students to solve their obstacles in learning.
UDL is a method that can help the teacher to develop teaching and learning contexts that
can be easily understood by the learners. As Wojcik mentioned in her document, the
“constructivist approach maintains that the learner needs to be placed at the center of teaching
and learning context” (Wojcik, 2016, p. 2). The teacher should give opportunities to students so
they can be in the center of teaching and encourage students to achieve their goals and solve any
challenge. It is very important for the teacher to consider that the students know, do, and
understand the teaching (Appendix A).
Universal Design for Learning (UDL) consists of three main foundations that set up the guiding
goals for learning, they are representation, action & expression, and engagement (Post
University, n.d.). Representation consists of perceiving and comprehending information that is
presented to the students (UDL: The UDL Guidelines, 2014). Students learn, perceive, and
understand in different ways and at different levels. The representation consists to pre-teach
vocabulary and symbols, especially in ways that promote connection to the learners’ experience
and prior knowledge (UDL: The UDL Guidelines, 2014). It enables students to engage with the
material with their preferred learning styles and strengths.
Action and expression give students different ways to navigate through the learning environment
and express what they know (UDL: The UDL Guidelines, 2014). Some students struggle when
taking tests but are capable of demonstrating proficiency in other ways, such as through
discussions or creativity (Appendix A).
Students' motivation to learn varies from student to student. Due to the varied factors of
student motivation, providing students with a choice on how they want to accomplish a task or
activity and a choice on the format of their final product allows for student engagement (UDL:
The UDL Guidelines, 2014).
Application of UDL principles toward learning goals
The students will recognize monatomic ions and polyatomic ions. Creating a chemical
formula by using different activities to engage the students. Giving them rubrics for learning
activities allows them to set goals to reach higher proficiency levels. Puzzles will be one of the
activities that the students will be engaged with (Appendix E, G). Creating an ionic compound or
covalent molecule with different monatomic ions and polyatomic ions and to link together will
allow the students to find the proper ionic compound.
Though the teacher feels it is somewhat of a big goal, reinforcement of various strategies
will assist the student in developing learning skills that will help them throughout life. Providing
various examples and working in Nearpod will assist students in mapping out their academic day
and keeping a 'journal of learning for the class (Appendix H). Action and engagement will be
promoted by recording positive demonstrations of their work in creating bonds with elements.
Engagement will be encouraged through choice in learning activities and whether they would
like to work with a partner or by themselves.
Differentiated instruction is one of the methods that can offer various levels of genuine
challenges. It allows students to have activities that will fill their needs, so they can be fully
engaged. Tiered scaffolding is provided throughout learning activities, giving students assistance
when needed. Specific learning issues of the students have to be considered in designing various
learning activities, as well as in planning the flexible groupings used throughout these activities
(Wiggins & McTighe, 2005, p. 14). Anticipating students’ questions, concerns, and points of
confusion helps design more efficient activities (Appendix D).
For this lesson, the students will be divided into groups and each of the groups will be
given a bottle of shampoo, a tube of toothpaste, a box of detergent, and a bottle of liquid soap.
Their task is to look at the ingredient label and read the names of the ingredients. To understand
chemistry the student should learn its language. Reading the new materials, and connecting the
material with the knowledge will allow students to reinforce the theory with practice. “Teachers
need to consider how to effectively teach content or skills to a classroom of learners with
different abilities and learning preferences” (IRIS Center, 2023).
Knowledge:
● Concepts of atoms and elements.
● Symbols used to represent elements.
● The octet rule is applied when writing electron dot structures of simple molecules and
ionic compounds.
Skills:
● Determine the number of valence electrons in an atom.
● Predict the type of ion and the charge that different elements will become.
● Distinguish between ionic compounds and covalent compounds.
● Predict the chemical formula of a compound formed when two ions join.
Understanding:
● The type of ions is driven by the type of valence.
● Monoatomic ions can either be positively or negatively charged.
● Positively charged ions are usually metals, and negatively charged ions are non-metals
(Appendix E).
In the past years, teachers followed a traditional method of having a teacher-centered
environment. Throughout the years education has developed a lot and now the teacher can use a
lot of resources or materials to manage the class properly. Teaching a student-centered class can
make the student focus and engage more during the class. Engaging students, and interacting
with them will make a lesson that the students can go out of the class with a smile and happy
faces.
Some of the three theories that helped education progress are Cognitivism,
Constructivism, and Behaviorism. All three of these theories “can give the experience of
learning, multiple intelligence, and situated learning theory and community of practice”
(UNESCO, 2016). These show how the mind works in thinking, analyzing, and being creative in
the education process. Loveless mentioned that “behaviorism is based on the idea that knowledge
is independent and on the exterior of the learner, cognitivism focuses on the idea that students
process the information they receive rather than just responding to a stimulus, and constructivism
is based on the premise that we construct learning new ideas based on our own prior knowledge
and experiences” (Loveless, 2022). All of these theories can help students to be good learners
and to improve their skills. Allowing the student to be independent in learning and take
responsibility for themselves, will help to develop interpersonal relationships that will influence
their personalities and their intellect (Post University n.d.). A science teacher would accompany
the learning theory with practice such as experiments or projects that will build connections
between new and previous knowledge, strengthening the network of memory. As Britton and
Tippins mentioned in their article “the practice theory relationship considers approaches to
teaching (and learning) that involve processes of understanding both theory and pedagogical
application” (Britton & Tippins, 2014, p. 427). In science education, the teacher needs to
encourage the students in a discussion that can consider greater reception of the theories. This
type of dialogue will allow the learners to have an understanding between theory and practice. To
be a teacher, one needs to be aware of multiple philosophy theories and move beyond one's
comfort zone and attempt to increase their learning (Britton & Tippins, 2014, p. 441). “As a
science teacher educators must help them identify the relationship which exists between their
years of learning educational theory/philosophy and the experience of applying this knowledge
to the real world” (Britton & Tippins, 2014, p. 442).
In the education field, it helps the teacher in knowing how to engage the students
emotionally, in behavioral, and in learning or cognitive processes. The teacher needs to
collaborate with students and to know the student’s feelings about the teacher, classroom, and
school environment. Knowing this part of the students will make it easy to understand their
behavior when participating or being involved in different activities in class or school.

It is essential that the teacher needs to create good and understandable questions for the
students. As it was mentioned by Wiggins and McTighe (2005), “good questions spark
meaningful connections with what we bring to the classroom from prior classes and our own life
experience” (Wiggins & McTighe, 2005, p. 107). The questions are designed to give students
stimulating thoughts and to provide the student’s interest. The essential question can go to the
heart of a particular topic, problem, or field of study (Wiggins & McTighe, 2005, p. 107).
Big idea: Atoms are the smallest unit of matter which consist of three different parts, electrons,
protons, and neutrons. The relation between states of matter can be explained through the
concept of the atom.
Essential questions: Where are atoms found? How are atoms and molecules arranged in the
different states of matter, and how do they respond to changes in the environment?
Strategies and activities for this essential question are…
● Students will be able to describe the states of matter such as solids, liquids, and gasses.
All matter is made up of atoms.
● Observe the structure of an atom, and compare and contrast the structure placement in
different states of matter.
Student understanding will be assessed in the following ways:
● Answer formative questions to check to understand either out loud (think-pair-share) or
in written form (entrance/exit slips) about the matter.
● Showing students a video about the size of the atom in Nearpod or EdPuzzle so they can
be questioned about the information they are watching throughout the way (Appendix B,
H).
-How has the atomic theory evolved throughout the years from scientist to scientist?
● Students will explore how atomic theory has changed and developed over time before
creating their own timelines.
● Students will work in groups to create a PowerPoint presentation about the evolution of
the atom. It should include the development of the atom theory through the years.
Research on different scientists will give the possibility to know more about the history
of the atom.
-What is an atom made of, and what functions do the “building blocks” of the atom serve?
What aspects of an element make it different from another?
● Students will draw the atom and label the parts of it.
● Build a model atom with plastic plates and constructive paper. The teacher will help
students to define the parts of the atom. Working in a group building the model will help
students visualize the abstract concept of the atom.
● Creating three-flap atoms foldable will help students organize their notes about the
structure of the atom (Appendix G).
● Engaging the students in activities will help to reinforce the knowledge from theory to
practice. Using Lego bricks will help students to visualize how atoms can be classified as
elements or compounds (Appendix G).
A learner profile can help the teacher to build a relationship with the students and
understand their perspective. Each learner has different challenges when they come to school. As
Kannan mentioned in her article, the teachers discover some qualities of the students during the
conversation, observing how each learner responds in class (Kanaan, 2019). Every classroom is
comparable to a sea of diversity. Each student has their method of learning and processing
information in a classroom setting.
The planning Pyramid framework allows teachers to provide guidelines for planning
instruction in inclusive classrooms (Gould & Vaughn, 2000, p. 364) (Appendix B). This method
works well in an environment where there is great variability in students ability levels and it
helps extend their knowledge. The Planning pyramid has three layers, the base represents “what
all students will learn”, the middle layer represents “what most, but not all students will learn"
and the smallest layer represents “what some students will learn” (Gould & Vaughn, 2000, p.
364). By creating and utilizing learners’ profiles and planning pyramids, instructors can design
instruction and activities focusing on the Big Ideas of the planning pyramid and avoiding the
obstacles students have when learning through a learner profile.
Assessment is a process that can measure the progress of the students. Authentic
assessment is an evaluation process that involves multiple forms of performance measurement
which allows educators to reflect on the student’s learning, achievement, motivation, and
attitudes toward instructions and activities (Callison, 1998) ( Appendix C). Some examples of
authentic assessment methods include an assessment that directs the curriculum, emphasizes the
proficiency of real-world tasks related to the class topic, emphasizes cooperation, prioritizes the
learning process, promotes “how” knowledge, and prepares students for inexactness and
exceptions that are found in the learning process (Lombardi, 2008, p. 6). The traditional
assessment generally relies on forced choice, encourages memorization of the correct answers,
promotes “what” knowledge, emphasizes competition, and curriculum-directs assessment
(Lombardi, 2008, p. 6).
Assessment is used by educators to establish an image of the classroom’s ability to
understand the information given. In many cases, educators use formative and summative
assessments to track their students’ progress. Formative assessments are low-stakes assessments
where the teacher can quickly evaluate the level of understanding of the class without adding
stress to their students. Most of the assessments used by teachers are tests, quizzes, “Do nows”,
“Exit tickets”, projects, and labs (Appendix C, D, E). The assessments will be formulated with
questions that can be open-ended questions, multiple choices, fill in the blank, matching, false
and true, etc. The teacher needs to provide understandable information and work with the
students so they can get success. The assessments always keep track of the students learning
periodically.
As Wiggins and McTighe mentioned in their article “The best designers in education are
thus like good architects and savvy contractors, doing two different tasks: (1) as they work, they
creatively play with unit ideas, regardless of where those ideas fit on the template, to eventually
produce a solid blueprint; and (2) they test the ideas, before and during their use with students, to
make it likely that when all is said and done, the goals are accomplished as concrete learning”
(Wiggins & McTighe, 2005, p. 256). Monitoring the students through the activities such as
games will be easy because they gain a large amount of information so they can see their
weaknesses and work on improving their skills. The students are allowed to collaborate and learn
how to focus on negotiating with each other, as well as practicing all the knowledge that they
have taken as theory. The activities will engage them to memorize the knowledge and be
productive to solve the problem or answer questions. Through these activities when students
receive positive feedback it helps them to retain more knowledge and reinforce what they have
learned previously, especially the students that work hard.

Part III: Unit Plan

Stage I
Chemistry 10-11th grade: Atoms & Elements
Description of unit:
Atoms and elements, atoms, are the smallest particle of matter. Matter is anything that takes
space and has mass. Students learn that an atom is another definition of matter and will
describe the structure of an atom, compare and contrast the subatomic particles, and how each
model of the atom was developed. They will be able to determine and utilize the atomic
number and mass number of an atom. Students will be able to identify isotopes of different
elements. They will be able to calculate the average atomic mass of any element when
provided with the natural percent abundances and masses of its isotopes.
STAGE 1- STANDARDS/GOALS
Content Standard(s)
Content Standards Primary Expected Performances
PS1.A: Structure and Properties of Matter Students will be able to describe the states of
Each atom has a charged substructure matter such as solids, liquids, and gasses. All
consisting of a nucleus, which is made of matter is made up of atoms.
protons and neutrons, surrounded by Students will be able to observe the structure of
electrons. (HS-PS1-1) an atom and compare and contrast the structure
placement in different states of matter.
Each atom has a charged substructure Students can identify the three types of
consisting of a nucleus, which is made of subatomic particles.
protons and neutrons, surrounded by
electrons. (HS-PS1-1)
Students will be able to describe the structure of

atoms according to the Rutherford atomic
model.
The structure and interactions of matter at Students will be able to know the charges of the
the bulk scale are determined by electrical atom.
forces within and between atoms. Students will be able to identify an atom from
(HS-PS1-3),(secondary to HS-PS2-6) an ion.
Students will be able to know the properties of
the atoms.
Students will identify elements as metals,
metalloids, or nonmetals.
The periodic table orders elements Students should be able to use the periodic
horizontally by the number of protons in the table as a tool for understanding the properties
atom’s nucleus and places those with similar of elements and predicting what those
chemical properties in columns. The properties will be.
repeating patterns of this table reflect Students should be able to identify an element
patterns of outer electron states. (HS-PS1-1) as a metal, nonmetal, or metalloid based on
their location on the table.
Enduring Understandings Essential Questions
Overarching Enduring Understandings: ● How are atomic structure and the

Students will understand that: periodic table related?
-Atoms are made of protons, neutrons, and
electrons.
-Protons identify the element and are
represented by the atomic number.
-Electrons determine the reactivity of an
element.
-There are various chemical bonds (i.e.
ionic, covalent).
-Elements identification is related to light
emission and the movement of electrons.
-The atomic structure of an element
determines its location on the periodic table
and its properties.
Unit Specific Enduring Understanding Essential Questions

● Where are atoms found? How are atoms
All matter is made of atoms. and molecules arranged in the different
● Atoms consist of protons, neutrons, states of matter, and how do they
and electrons; the nucleus consists of respond to changes in the environment?
protons and neutrons, with electrons ● How has the atomic theory evolved
orbiting in shells. throughout the years from scientist to
● Protons have a positive charge, scientist?
electrons have a negative charge, and ● What is an atom made of, and what
neutrons have no charge. functions do the “building blocks” of
● Changing the numbers of protons, the atom serve? What aspects of an
electrons, or neutrons changes an element make it different from another?
atom and can create different ● How do knowledge and understanding
elements and isotopes; isotopes are of elements impact different aspects of our
atoms of a single element that differ lives?
in the number of neutrons and can be
stable or unstable.
● Elements each have different
properties that are useful to people in
different ways.
● Some elements go through a process
of radioactive decay. People utilize
radioactivity in many ways, but it
can also be dangerous.
Knowledge and Skills
Knowledge
The students will know…
★ to define atoms and elements in their own words, and demonstrate an understanding of
the structure of atoms by creating a physical model or illustrated depiction of an
element when provided with a number of protons, neutrons, and electrons.
★ that the periodic table is a graphic representation of all known elements and that it
contains information about the properties of each element.
Skills
The students will be able to…
● observe the structure of an atom, and compare and contrast the structure placement in
different states of matter.
● draw the model of an atom, identify its parts, and explain their role in the identity of an
element.
● calculate the average atomic mass of any element when given the necessary
information.
● identify elements as metals, metalloids, or nonmetals.
● predict the types of ions and charges elements will have from their location on the
table.
Stage 2
Stage 2 – Assessment Evidence
Performance Task
GRASPS are performance-based assessments intended to provide students with experiences
found in the real world. GRASPS are one element of the Understanding by Design Framework.
Understanding by Design is a flexible framework meant to guide instructional design; it consists
of three components or Stages--as Grant Wiggins and Jay McTighe, originators of UbD, call
them.
GRASPS Elements of the Performance Task
G – Goal ● Goal: The student’s goal is to write a description and create

What should students a model of a catapult, a game that will help the students
accomplish by completing understand the concept of accuracy and precision.
this task? ● Role: The student will be an engineer who specializes in
R – Role designing cool toys and machines for games that are
What role (perspective) contracted by the SuperFun Toy Company. The specific
will your students be machine is called a catapult for a game that will launch
taking? PomPom balls at a series of targets.
A – Audience ● Audience: The audience for the writing and designing will
Who is the relevant be the project contractor (science department faculty), They
audience? will review and approve the designs of the engineers. After
the approval, parents, science, and math teachers vote for
S – Situation the best catapult.
The context or challenge ● Situation: The student has been given the task to design a
provided to the student. cool toy and machine for games that are contracted by
SuperFan Toy Company which is called a catapult toy. As
engineers, students will be planning and constructing ideas
for the building of the catapult. The materials provided for
this task are popsicle sticks, rubber bands, plastic spoons,
PomPoms, and targets, placed on table tops at varying
P – Product, Performance
distances from the edges of the table. Not using any other
What product/performance
materials, students/engineers need to make a catapult that is
will the student
efficient in hitting the assigned targets. As the students are
create?
thinking about their task they will be set into groups of
four, where they will have to collaborate and share ideas
with other students. Focusing and consensus is required for
students to create the design and build the catapult that can
precisely hit the target.
● Product, Performance, and Purpose: The student will

develop a picture and a written description of their design.
The process will be based on the skills of building the
catapult and calculating that the projectile covers the most
horizontal distance that is launched from 45o angle. There
are two important equations for a position in projectile
motion with no friction. They will demonstrate how
projectile motion can be broken down into two components
and show the relationship between horizontal or vertical
distance, time, and angle and which projectile is launched.
Each engineer’s team will identify accuracy and precision
by shooting close targets. To get a better understanding of
accuracy and precision and how it is related to this activity.
The closer a system’s measurements are to the accepted
value, the more accurate the system and the precision
related to whether or not the arrows hit the target in the
same place. Display all the work needed to construct the
catapult and how their design team determines the
characteristics. The team is going to present the model of
the catapult and show the accuracy and precision of
shooting the targets.
HS-PS2-1. Support an argument that the gravitational force

exerted by Earth on objects is directed down.
HS-PS2-2. "Recognize angles as geometric shapes that are formed

S – Standards & Criteria
wherever two rays share a common endpoint, and understand
for Success
concepts of angle measurement:"
Create the rubric for the
Performance Task HS-PS2-3.Students will develop an understanding of the
relationships among technologies and the connections between
technology and other fields of study.
Other Evidence Student Self-Assessment

Through what other evidence (work samples, How will students reflect upon or self-assess
observations, quizzes, tests, journals or other their learning?
means) will students demonstrate achievement
of the desired results? Formative and
summative assessments used throughout the

unit to arrive at the outcomes.
Formative assessments are low-stakes Every assessment has a pre-assessment, where

assessments where the teacher can quickly students see similar concepts/problems that
evaluate the level of understanding of the class will appear on the assessment. Students work
without adding stress to their students. Most of on these pre-assessments in their paired
the assessments used for teaching are tests, groups and evaluate their proficiency with
quizzes, “Do nows”, “Exit tickets”, projects, topics prior to the assessment.
and labs. The assessments will be formulated
with questions that can be open-ended Exit tickets and Do now are used regularly, for
questions, multiple choices, fill in the blank, students to evaluate their confidence with
matching, false and true, etc. The teacher needs concepts, strengths, and weaknesses, and
to provide understandable information and work provide the teacher with questions and topics
with the students so they can get success. The used in future planning (Appendix D).
assessments always keep track of the students
learning periodically.
Stage 3
Learning Plan (Stage 3)

Where are your students headed? The lesson’s goal will be introduced by the teacher in
Where have they been? How will the presentation slides. Reading the standard to the
you make sure the students know students will provide them with vocabulary, A video of
where they are going? atoms and ions in the Nearpod app will help the students
make connections to the concept of atoms and ions. The
students will be divided into groups, and for each group,
a bottle of shampoo, a tube of toothpaste, a box of
detergent, and a bottle of liquid soap will be provided.
Their task is to look at the ingredient label and read the
names of the ingredients. To understand chemistry the
student should learn its language.
Brainstorming or mind map will relate to the unit’s title,
in this case to what they learn about atoms and what they
will learn about ions. New concepts I'll be added to the
mind map as they are introduced in class (Appendix F).

How will you hook students at the Students will be hooked by essential questions: Where
beginning of the unit? are atoms found? How are atoms and molecules arranged
in the different states of matter, and how do they respond
to changes in the environment? Students will be shown a
video about the size of the atom in Nearpod or EdPuzzle
so they can be questioned about the information they are
watching throughout the way (Appendix H).
What events will help students The students will be in groups to work on the structure
experience and explore the big idea of the atom and the ion. Putting thoughts into writing the
and questions in the unit? How type of ion and the charge that different elements will
will you equip them with needed become. Build a model atom with plastic plates and
skills and knowledge? constructive paper. The teacher will help students to
define the parts of the atom. Working in a group to build
the model will help students visualize the abstract
concept of the atom and the ion (Appendix G).
How will you cause students to Review the concept of the atom in the beginning of the
reflect and rethink? How will you lesson the students will build a mind map of what they
know about the atom.
guide them in rehearsing, revising, Make students rethink how to draw the atom and label
and refining their work? the parts of it, and compare and contrast the structure
placement in different states of matter. The students can
apply the octet rule when writing the electron dot
structures of an atom and an ion.
Refine: adjust as needed to improve the writing and
reading the names of monatomic anions by working in
groups and identifying the charge and name of them.
Learning with peers reinforces the concept.
How will you help students to In the reflection part of the lesson, exit slip will be used
exhibit and self-evaluate their so students will assess themselves. The first question will
growing skills, knowledge, and be to identify three things that they learned, 2 interesting
understanding throughout the things, and one question about the lesson. This kind of
unit? reflection will allow them to recall what they learned and
what they need to work on. With this method, the
students will identify their strengths and the weakness of
the lesson (Appendix D).
How will you tailor and otherwise Dividing the students into groups will give them a task.
personalize the learning plan to Creating three-flap atoms foldable will help students
optimize the engagement and organize their notes about the structure of the atom. To
effectiveness of ALL students, conduct the activity students will reference back to their
without compromising the goals of notes in Google doc and the posited presentation in
the unit? Nearpod. If more assistance is needed the teacher will
also be there to help with any uncertainty. Time to Climb
is another activity to conclude the last activity of this
lesson. The information in the form of the assessment
provided the information used to differentiate instruction
and activities that the students need (see Appendix H).
How will you organize and Establishing a daily routine helps students to stay on
sequence the learning activities to track, keeping engaged between activities, and minimize
optimize the engagement and distractions to learning. To keep students engaged, the
achievement of ALL students? three-flap atoms foldable activity will be used to help
students organize their notes about the structure of the
atom. Students will be able to describe the important
contributions used to develop an understanding of the
structure of the atom. Being engaged in analyzing and
interpreting data, constructing explanations, and using
models they will have a deeper understanding of the

content (see Appendix G).
# Lesson Title Lesson Activities Resources
1 Understand the Students will be asked to participate in a Nearpod (Appendix B, A)

structure of the discussion board, where they will write
atom everything they remember about the atom.
E, H
2 Introduction of Ask essential questions to assist with the (Appendix F)
unit goals collective creation of Atom Mindmap. Entrance
W, H, E1 Review the concept of the atom and Slip/Classwork/Nearpod
students will build a mind map. (Appendix D), Textbook
questions, (Appendix H, G,
B)
3 Understand Distinguishing types of compounds Entrance Slip
Naming Compare and contrast ionic, covalent, Classwork/Nearpod
Monatomic acidic and organic compounds Textbook questions
Non-Variable Explain how the law of definite (Appendix H, G, B)
Charged Ions; proportions is consistent with Dalton’s
Naming atomic theory.
Monatomic Ions Watch a video of the evolution of the atom.
with Variable
Charges
E1,R
4 Naming Take notes of writing/naming monatomic Entrance Slip
Polyatomic Ions ions. Classwork/Nearpod Learning
E1,R Explain how to determine the charges of with peers reinforces the
monatomic ions. The students can apply concept.
the octet rule when writing the electron dot (Appendix H, G, B )
structures of an atom and an ion.
5 Naming Binary Explain how polyatomic ions differ from Build a model atom with
Ionic and are similar to monatomic ions. plastic plates and
Compounds Writing/naming polyatomic ions. constructive paper.
E1,R Putting thoughts into writing the type of (Appendix G, B)
ion and the charge that different elements
will become.
6 Naming Binary Apply the rules for naming and writing

Ionic formulas for binary ionic compounds. Entrance Slip
Compounds Writing/naming binary compounds. Time to Climb/Nearpod
E1,R, T Creating three-flap atoms ion foldable will (Appendix H, D)
help students organize their notes about the
structure of atoms/ions. To conduct the
activity students will reference back to
their notes in Google doc and presentation
in Nearpod.
7 Naming Ionic Apply the rules for naming and writing homework
Compounds that formulas for binary ionic compounds. Classwork/Nearpod
contain Writing/naming binary compounds. Worksheet
polyatomic ions Dividing the students into groups will give (Appendix H, B)
R, T them a task.
8 Naming Ionic Apply the rules for naming and writing Entrance Slip
Compounds that formulas for compounds with polyatomic Classwork/Nearpod
contain ions. Worksheet
polyatomic ions Writing/naming ionic compounds (Appendix H, D, G)
R, T, E Putting thoughts into writing the type of
ion and the charge that different elements
will become. Working with a puzzle to find
the names of the ions.
9 Reviewing Ionic Apply the rules for naming and writing Entrance Slip
Naming formulas for compounds with polyatomic Classwork/Nearpod
R, E,T ions. Worksheet
Writing/naming ionic compounds (Appendix H, D, B)
The information in the form of the
assessment provides the information used
to differentiate instruction and activities
that the students need.
10 Naming Apply the rules for naming and writing Quiz on naming ionic
molecular formulas for binary ionic compounds compounds
compounds Apply the rules for naming and writing Entrance Slip
W,H,E1 formulas for compounds with polyatomic Classwork/Nearpod
ions. Worksheet
Writing/naming ionic compounds (Appendix H, D, B)
11 Naming Apply the rules for naming and writing Entrance Slip
molecular formulas for binary molecular compounds. Classwork/Nearpod
compounds Writing/naming covalent compounds Worksheet
R, T, E1 (Appendix H, D)
12 Naming Acids Apply the rules for naming and writing Entrance Slip
with monatomic formulas for binary molecular compounds. Classwork/Nearpod
ions Writing/naming covalent compounds Worksheet
R, T, E1 (Appendix H, D)
13 Naming Acids Determine the name and formula of an Entrance Slip
with polyatomic acid. Classwork/Nearpod
ions Determine the name and formula of a base Worksheet
R, T, E1 Writing/naming acids (Appendix H, D, B)
14 Reviewing Determine the name and formula of an Entrance Slip
Covalent and acid. Classwork/Nearpod
Acid Naming Determine the name and formula of a base Worksheet
R, T, E1 Writing/naming acids (Appendix H, G, B)
15 Naming Apply the rules for naming and writing Quiz on naming molecular
Compounds formulas for binary molecular compounds. compounds and acids
Lab/Activity Determine the name and formula of an Entrance Slip
R, T, E1 acid. Classwork/Nearpod
Determine the name and formula of a base Worksheet
Writing/naming acids (Appendix G, B)
Writing molecular compounds and acids
16 Naming Alkanes, Naming Compounds Lab/Activity Naming Compounds
Alkenes & Lab/Activity
Alkynes (Appendix E, B)
R, T, E1
17 Naming Alkanes, Apply the rules for naming and writing Entrance Slip
Alkenes & formulas for alkane compounds. Classwork/Nearpod
Alkynes Apply the rules for naming and writing Worksheet
R, T, E1 formulas for alkene compounds. (Appendix H, D, B)
Apply the rules for naming and writing
formulas for alkyne compounds.
Writing/naming organic compounds
18 Chapter 9 Apply the rules for naming and writing Quiz on naming organic
Review formulas for alkane compounds. compounds
R, E2,T Apply the rules for naming and writing Entrance Slip
formulas for alkene compounds. Classwork/Nearpod
Apply the rules for naming and writing Worksheet

formulas for alkyne compounds. (Appendix H, D, B)
Writing/naming organic compounds
Review the concept of the atom in the
beginning of the lesson the students will
build a mind map of what they know about
the atom.
Make students rethink how to draw the
atom and label the parts of it, and compare
and contrast the structure placement in
different states of matter. The students can
apply the octet rule when writing the
electron dot structures of an atom and an
ion.
19 Chapter 9 Students will analyze the structure of the
Assessment atom and the ion. Students will be
E2 T provided with feedback
20 Activity STEM Project (Appendix C)
H, E1, R, E2
Checking for UDL Principles
Assess and Reflect (Stage 4)
Considerations Comments
Required Areas of Study: Each type of assessment used throughout this unit has been
Is there alignment between designed to evaluate the students on an ongoing basis. The
outcomes, performance given feedback will allow the students ref;ect on their work as
assessment and learning well and make improvements based on the resources provided
experiences? to them.
Adaptive Dimension: For struggling students the following strategies have been
Have I made purposeful implemented:
adjustments to the curriculum ● Partner activities
content (not outcomes), ● Reteaching of concepts
instructional practices, and /or ● Lower-level complexity. Adjusted as
the learning environment to the student demonstrates proficiency.
meet and diversity of all my ● Heterogeneous grouping with mixed
students? complexity activities.
For students who need a challenge the following strategies
have been implemented:
● Higher complexity levels. Adjusted if
the student demonstrates frustration.
● Homogeneous grouping with higher
complexity activities.
Instructional Approaches: A variety of teacher-centered and student-centered instructional

Do I use a variety of strategies are used in this class. Demonstration of processes
teacher-directed and and question/answer segments are used towards the beginning
student-centered instructional of instruction. As the class progresses, independent work,
approaches? flexible groupings, and student conferences for feedback are
used. (Appendix E).
Instructional Approaches:
● Independent Work
● Flexible Groupings
● Extension Activities
● Think, Pair & Share
Resource Based Learning: Students have the choice of how they want to demonstrate what
Do the students have access to they have learned. Throughout the unit they have access to the
various resources on an ongoing posted assignments, the feedback given by the teacher, and
basis? other resources that the teacher has made available to them or
that they have worked on in class (Google Docs, slides,
Nearpod, Kahoot, and EdPuzzle) (Appendix H).
FNM/I Content and Creating a positive environment will satisfy the students and
Perspectives/Gender will engage them academically. Positive relationships need
Equity/Multicultural time, but it is important that the teacher can show the student a
good example of themselves even when they are going through
Education:
a hard time in class. The teacher needs to work with the
Have I nurtured and promoted students and give them opportunities to establish boundaries
diversity while honoring each and identify the roles of both teacher and student. Teachers
child’s identity? need to trust and believe in the student’s capacities. Supporting,
treating them equally, taking care, and engaging them will
Established routines have make them productive and create a positive and safe classroom.
created a positive learning
environment based on respect
and positive reinforcement.
References
Alnahdi, G. (2014). Assistive technology in special education and the universal design for
learning: The Turkish Online Journal of Educational Technology, 13(2), 18–23.
Britton, S. A., & Tippins, D. J. (2014, August 29). Practice or Theory: Situating Science Teacher
Preparation Within a Context of Ecojustice Philosophy. eds. Retrieved March 22, 2023,
from
https://eds-p-ebscohost-com.postu.idm.oclc.org/eds/pdfviewer/pdfviewer?vid=6&sid=ff2
7410a-e6f5-4d3a-8843-acc378dc326b%40redis
Callison, D. (1997, November 30). Authentic assessment. School Library Media Activities
Monthly. Retrieved April 2023, from https://eric.ed.gov/?id=EJ555891
IRIS Center. (2023). To meet the needs of the widest range of students, what should teachers
consider when planning their instruction? IRIS Center. Retrieved March 14, 2023, from
https://iris.peabody.vanderbilt.edu/module/udl/cresource/q2/p06/#content
Finnegana, L. A., & Dieker, L. A. (2019). Universal design for learning-representation and
science content: a pathway to expanding knowledge, understanding, and written
explanations. eds. Retrieved March 25, 2023, from
https://eds-s-ebscohost-com.postu.idm.oclc.org/eds/pdfviewer/pdfviewer?vid=41&sid=93
123824-d78e-4ddb-bfea-9b65037ebcd6%40redis
Fjelland, R. (2021, October 24). Teaching Philosophy of Science to Science Students: An
Alternative Approach. Retrieved March 25, 2023, from
Gould, A., & Vaughn, S. (2000). Planning for the inclusive classroom: Meeting the needs of
diverse learners. Journal of Catholic Education, 3(3), 362–375.
https://doi.org/10.15365/joce.0303102013
Grant Wiggins, & Jay McTighe. (2005). Understanding by Design: Vol. Expanded 2nd ed.
ASCD.
Lombardi, M. M. (2008, January). Traditional vs. authentic assessment methods | download
table. Making the Grade: The Role of Assessment in Authentic Learning. Retrieved April
12, 2023, from
https://www.researchgate.net/figure/Traditional-vs-Authentic-Assessment-Methods_tbl1_
255625745
Loveless, B. (2022, April 11). 15 Learning Theories in Education (A Complete Summary).
Retrieved March 22, 2023, from
https://www.educationcorner.com/learning-theories-in-education/
Melo, M., Santos, F., Wright, P. M., Sá, C., & Saraiva, L. (2020). Strengthening the connection
between differentiated instruction strategies and teaching personal and Social
Responsibility: Challenges, strategies, and future pathways. Journal of Physical
Education, Recreation & Dance, 91(5), 28–36.
https://doi.org/10.1080/07303084.2020.1734506
Ozyurt, M., Kan, H., & Kiyikci, A. (2021, March 7). The Effectiveness of Understanding by
Design Model in Science Teaching: A Quasi-experimental Study. eds. Retrieved March
25, 2023, from

Post University. (n.d.). Educational Philosophy and Theory. Retrieved 9 November 2016 from
https://post.blackboard.com
Post University. (n.d.). Developing instructional goals: Universal Design for Learning
instructional model. https://post.blackboard.com
Universal Design For Learning Guidelines. (November 12, 2014). National Center On Universal
Design For Learning. http://www.udlcenter.org/aboutudl/udlguidelines_theorypractice
UNESCO (2016). Most influential theories of learning. International Bureau of Education.
http://www.ibe.unesco.org/en/geqaf/annexes/technical-notes/most-influential-theories-lea
rning
Wiggins, G. W., & McTighe, J. (2005). Understanding by Design. eds. Retrieved March 11,
2023, from
https://eds-p-ebscohost-com.postu.idm.oclc.org/eds/ebookviewer/ebook?sid=6b0dba27-a
1a9-4a12-898e-b15d720acf39%40redis&ppid=pp_13&vid=0&format=EB
Wojcik, J. (2016). Understanding by Design and Universal Design: Instructional Models for a
Variety of Teaching and Learning Contexts. Retrieved 2023.

Appendix A
Infographic
Appendix B
Quadratic Unit Planning Pyramid
Some Students will know:
● How to calculate the atomic mass of an element.
● How to find the atomic mass of an element.
● What distinguishes the atoms of one element from the atoms of another?
● Which of Argon’s three isotopes is most abundant: Argon-36, Argon-38, Argon-40 (hint
the atomic mass is 39.49 amu)?
Most students will know:
● How is atomic mass different from atomic number?
● How does the Rutherford model describe the structure of atoms?
All students will know how:
● What is an atom?
● What makes up an atom?
● Who discovered the atom?
● How Democritus and Dalton described atoms?
● How to describe the structure of the atom?
● How are atoms of one element different from the atoms of another element?
● What does the number represent in the isotope Platinum-194?
● What are the charges and relative masses of the three subatomic particles?
Appendix: C
Standards and Criteria

Science: Catapult Design, Accuracy & Precision
Problem: You are an engineer who specializes in designing cool toys and machines for games.
You were recently contacted by the SuperFun Toy Company to help design a machine called a
catapult for a game that will launch PomPom balls at a series of targets. To ensure that children
and adults alike will love the game, you need to make sure the catapult is both accurate and
precise.
Constraints: The only building materials available to you are listed below.
Materials per team:
● Popsicle Sticks (max 10)

● Rubber Bands (max 10)
● 1 Plastic Spoon
● Index card base
● PomPoms
● Targets, placed on table tops at varying distances from the edge of the table.
Imagine: Brainstorm several ideas you have for how to use the above materials in your catapult.
Draw pictures! Pictures can be drawn on paper and then scanned or drawn using Google Draw.
Idea Descriptions Drawing/Image
Design: Draw out your group’s best catapult design. Be sure to label where you will use all of
the different materials (Popsicle sticks, tape, plastic spoon, etc.).
Criteria Excellent 7 Good 5-6 Fair 3-4 Poor 0-2 Points

earned
Brainstorming Multiple Ideas Multiple Ideas Multiple Ideas One or less

7 points max Represented (5 or Represented (4); Represented ideas
more); Detailed Explanation and (2-3); explanation represented;
explanations and Drawings for and Drawings for no drawings
drawings for each each at least 1 or
explanationn
s
Design Design is drawn in Design is drawn Design is drawn Design is

7 points max detail, labeled and in detail and in detail roughly
drawn to scale labeled or drawn drawn, no
to scale details
Build Detailed list, Detailed list, Detailed list, List of

7 points max includes all includes all includes most materials, not
materials needs and materials needs materials needs detailed or
specific amounts specific
Test How well did your How well did How well did Not
7 points max catapult work? your catapult your catapult addresses
What are two ways work? What are work?
you can change two ways you
your catapult to can change your
make it better? List catapult to make
these ideas here, it better?
and then tweak
your design.
Trials All 15 trials 12-14 Trials 9-11 trials Less than 9

7 points max completed completed completed trials
completed
Graphs of Data Graphs for all trials Graphs for most Graphs for some 1 graph or
7 points max and distances trials and trials and less
distances distances
Accuracy Described in detail Described for Described for 2 of Described for

7 points max for each target each target the 3 targets 1 of the 3
targets
Precision Described in detail Described for Described for 2 of Described for

7 points max for each target each target the 3 targets 1 of the 3
targets
Discussion All questions All questions Most questions Few

Questions answered in great answered in answered in some questions
7 points max detail some detail detail answered in
some detail
Historical All questions All questions Most questions Few

Perspective answered in great answered in answered in some questions
Questions detail some detail detail answered in
7 points max some detail
Engineering All steps of the All steps of the All steps of the Most steps of
Design Process engineering design engineering engineering the
Essay process described design process design process are engineering
25 points max in detail; specific is described; described; design
examples from the specific specific examples process is
catapult project are examples from from the catapult described;
identified for each the catapult project are specific
step. project are identified for examples
identified for some steps. from the
each step. catapult
project are
identified for
some steps.
Grammar and No mistakes 1-2 mistakes 3-4 mistakes 5 or more

Spelling mistakes
5 points max
Total points:
/100pts
Appendix D
Topic: Readiness Assessment: Topic 4: Nomenclature

Appendix E
Self-Assessment Rubric
Self-Assessment Rubric for Learning Plan
Teacher: Eriselda Sofroni

Unit:Nomenclature
Stage: 1 Identifying Desired Results
Criteria Advanced 2pts Proficient 1pts Developing Points

0 pts Earned/
commen
ts
Goals and Students should be Some of the The essential

standards able to answer the students will questions do not align
essential questions: answer the essential with the standards
Where are atoms questions aligned chosen.
found? How are minimally to the
atoms and standard chosen.
molecules arranged
in the different
states of matter, and
how do they
respond to changes
in the
environment?.
Primary The students' Some of the There are missing

expected performance is student's student's performances
performance related to the performance is that don't relate to
s content standard related to the content standards and
and meets all the content standard do not meet all the
criteria of students and meets all the criteria of students
understanding criteria of students understanding
knowledge, and understanding knowledge, and skill.
skill. knowledge, and
skill.
Planning The planning The planning The planning pyramid

pyramid pyramid is present pyramid is present is not present.
and assesses in some
understanding of assessments,
the goal. understanding the
goal.
Enduring All the students Some of the No knowledge can be

understandi understand the students understand transferred in the
ngs standard goal of the the standard goal of classroom.
unit the unit.
Total /8
points
Stage: 2
Determining Acceptable Evidence

0 pts earned/commen
ts
Plan for All the students Some of the Didn’t

measurement of demonstrate students demonstrate the
student learning. their knowledge. demonstrate knowledge.
their knowledge.
GRASPS tool The learning The learning The learning

plan is identified plan has been plan is not
by the GRASPS identified by not identified by the
framework. using all the GRASPS
GRASPS framework.
framework.
Understanding High degree of Moderate Low

understanding of understanding of understanding of
the unit. the unit. the unit.
Total /6 pts
Stage:3
Planning Learning Experiences and Instruction

0 pts earned/commen
ts
Learning The learning The learning The learning

Understanding plan is plan is plan is
and engagement understood by understood by understood by
all the most of the few students.
students.Highpar students.The The participation
ticipation and participation and and there is
there is there is engagement
engagement engagement from a few of
from all the from most of the the students.
students. students.
WHERETO WHERETO WHERETO WHERETO

framework framework is framework is framework is
complete and complete in missing.
aligned to the some parts and
unit. inappropriately
aligned to the
unit.
Self-Assessment Learning plan is Learning plan is Learning plan is

present and present and not consistent
clearly clearly and is not clearly
understood for understood for understood for
all the students. some of the all the students.
students.
Total /6 pts
Appendix F
Appendix: G
How do you Break the Code?
Introduction
You are a spy from Earth and you have landed on the planet IUPAC in the Ionic galaxy.
In violation of an intergalactic treaty, the IUPACians have been hiding vital chemical compounds
from the earth. You know the names for the vital compounds, but the IUPACians do not use
names. They use strange language to describe compounds. To save your planet, you must find
out the IUPACian formulas of these compounds and turn them in to the Top Secret Agent.
Prior to this mission, Secret Agent Beaker was working undercover in the IUPACian
warehouse. His job was to label chemicals with their formulas using the IUPACian symbols. As
he labeled the containers, he tried to decode them into Earth names and write them on a drawing.
One day the supervisor was checking Beaker’s work. He became suspicious when he discovered
that Beaker did not know how to write IUPACian formulas correctly. The supervisor pointed out
the correct formulas and Beaker secretly marked them on his drawing. The supervisor initiated
an investigation of Beaker because all IUPACians know how to write formulas. IUPACian
intelligence concluded that Beaker was a spy. Secret Agent Beaker was executed before he
could correct and finish his drawing.
You will be given Agent Beaker’s incomplete drawing to correct and finish decoding. A
copy of his notes will also be provided.
Objectives
1. To examine a list of names and formulas and establish a strategy for naming and writing
formulas of certain chemical compounds.
2. To use the strategies you have established to correct and decode the labels on chemicals
in the IUPAC stockroom.
3. To submit the IUPACian formulas of the vital chemical compounds to the Top Secret
Agent.
Materials
Secret Agent Beaker’s last drawing and notes.
Procedure
1. Obtain materials.
2. Compare the formulas to the names in Beaker’s notes and figure out the method for
writing the IUPAC formulas.
3. Using the method you devised from Beaker’s notes, fill in and correct as many labels as
possible on Beaker’s drawing.
4. Compare your group’s method for writing formulas with that of another group of Secret
Agents. Discuss any differences in your methods. Come to a consensus on as many
labels on Beaker’s drawing as possible.
5. A second page of Beaker’s notes has just been received (via subspace communication).
Obtain page 2 of Beaker’s notes and repeat procedures 2-4.
6. Beaker’s remains were shipped back to Earth. Among his personal effects (pocket
protector, graphing calculator, etc.) a third page was found. Obtain the last page of
Beaker’s notes and repeat Procedures 2-4.
7. Obtain the list of chemicals necessary for the survival of Earth, write the IUPACian
formulas, and turn it into the Top Secret Agent.
Study Questions
1. Which type of ion has its name written first in the name of an ionic compound?
2. What do subscripts indicate in a chemical formula?
3. What suffix (ending) is used in naming monatomic anions?
4. In a formula for an ionic compound, what is the sum of all of the charges?
5. In iron (III) chloride, what does the Roman numeral stand for?
6. How do you determine the charge of a transition metal ion when written in a chemical
formula?
7. What is a polyatomic ion?
8. In writing the formula for ammonium carbonate (NH4)2CO3, why must the parentheses be
used?
Chemicals needed for the Survival of Earth
Earth Name IUPACian formula
aluminum sulfide ____________________
potassium oxide ____________________
magnesium hydroxide ____________________
calcium phosphate ____________________
nickel (II) oxide ____________________
sodium bromide ____________________
lead (IV) oxide ____________________
iron (III) chromate ____________________
chromium (II) oxide ____________________
magnesium carbide ____________________

Beaker’s Notes
Earth Name IUPACian Formulas

sodium chloride Na+1 + Cl-1 = NaCl
sodium sulfide 2Na+1 + S-2 = Na2S
sodium nitride 3Na+1 + N-3 = Na3N
magnesium chloride Mg+2 + 2Cl-1 = MgCl2
magnesium oxide Mg+2 + O-2 = MgO
magnesium phosphide 3Mg+2 + 2P-3 = Mg3P2
aluminum chloride Al+3 + 3Cl-1 = AlCl3
aluminum oxide 2Al+3 + 3O-2 = Al2O3
aluminum nitride Al+3 + N-3 = AlN
Method/Trends for writing formulas:_________________________________________

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_______________________________________________________________
Appendix: H
Appendix G
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EDU 603 FINAL PROJECT 1

EDU 603 Final Project: A First-Grade Informational Writing Unit

Dr. Jennifer Wojcik

April 28, 2023

EDU 603 Final Project: First-Grade Informational Writing Unit

Part I: Statement of Educational Philosophy

between students and teachers to form a secure community. Teaching in a student-centered

students to have a grasp of their own education and academic growth.

students will be provided with knowledge-building tools, resulting in a student-centered lesson.

educators to easily build a student-centered environment that is well-balanced between teachers’

instructions and students’ actions.

their weaknesses and work on improving their skills.

Universal design for Learning (UDL) in science content is a pathway to extending

encourage students to achieve their goals and solve any challenge.

Part II: Rationale of Curriculum

understand the teaching (Appendix A).

University, n.d.). Representation consists of perceiving and comprehending information that is

material with their preferred learning styles and strengths.

discussions or creativity (Appendix A).

The UDL Guidelines, 2014).

Application of UDL principles toward learning goals

allow the students to find the proper ionic compound.

like to work with a partner or by themselves.

confusion helps design more efficient activities (Appendix D).

different abilities and learning preferences” (IRIS Center, 2023).

● Concepts of atoms and elements.

● Symbols used to represent elements.

● Determine the number of valence electrons in an atom.

● Distinguish between ionic compounds and covalent compounds.

● The type of ions is driven by the type of valence.

● Monoatomic ions can either be positively or negatively charged.

In the past years, teachers followed a traditional method of having a teacher-centered

to the real world” (Britton & Tippins, 2014, p. 442).

emotionally, in behavioral, and in learning or cognitive processes. The teacher needs to

behavior when participating or being involved in different activities in class or school.

concept of the atom.

Strategies and activities for this essential question are…

All matter is made up of atoms.

different states of matter.

Student understanding will be assessed in the following ways:

● Answer formative questions to check to understand either out loud (think-pair-share) or

in written form (entrance/exit slips) about the matter.

Strategies and activities for this essential question are…

creating their own timelines.

What aspects of an element make it different from another?

Strategies and activities for this essential question are…

students visualize the abstract concept of the atom.

structure of the atom (Appendix G).

elements or compounds (Appendix G).

information in a classroom setting.

obstacles students have when learning through a learner profile.

assessment is an evaluation process that involves multiple forms of performance measurement

promotes “what” knowledge, emphasizes competition, and curriculum-directs assessment

(Lombardi, 2008, p. 6).

Assessment is used by educators to establish an image of the classroom’s ability to

learned previously, especially the students that work hard.

Part III: Unit Plan

Chemistry 10-11th grade: Atoms & Elements

Content Standards Primary Expected Performances

Students will be able to describe the structure of

Enduring Understandings Essential Questions

Overarching Enduring Understandings: ● How are atomic structure and the

and its properties.