Saint Francis University
Education Department
Standards-Aligned Unit Planning Process-Domain I
1. Unit Overview-Simple Machines
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
2b. Key vocabulary for all students
3. Instructional Process - Domain III
Unit Plan
Content Area: Science
Grade Level: 3rd
The unit covers the six simple machines: inclined plane, wedge, pulley, screw, lever, wheel and
axle. Work and force are included at the beginning of the unit.
PA Standards
Standard-3.4.3.D2
Observe, analyze and document how simple systems work.
2a.Concepts and competencies for all students
Students will be able to observe, analyze and document how simple systems work using the six
examples of simple machines.
Resources:
SAS Portal: PA Core Curriculum Framework
PA Alternate Eligible Content
General Education Curriculum Unit Objectives
2b. Prioritized key vocabulary and ideas for all exceptional learners
The key terms covered in this unit are included in vocabulary cards that each student will receive a
set of, these include: simple machine, compound machine, load, surface, groove, rod, thread,
fulcrum, inertia, friction, work, force, magnitude, energy, leverage, rotation
 Universal Design for Learning Principles:
Multiple Means of Representation, Expression and Engagement
Differentiation
Instructional BEFORE identifying barriers, consider options and multiple pathways Accommodations and
Components for ALL students as they access the general curriculum. Consider: the Barriers to Access Modifications
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.
Instructional Materials, Resources Assessment
Practices and Tools
The initial lesson for The unit will use Additional Students will be
this unit will introduce • Teacher will various materials, • Teacher will instructional and provided
the concept of work present lesson tools, and resources to monitor curricular barriers accommodations and
and force. Subsequent using a hook to support the needs of student that students may modifications based
lessons will cover the initiate student all students. Materials learning and encounter might be on individual needs.
six simple machines. interest. are listed daily and participation derived from Any differentiation of
Each lesson will Teacher will will include some of through individual learning. instruction will be
introduce the topic via demonstrate/ the following: observation, Varied and included.
a reading or video for model the Promethean, class differentiated Differentiation may
initial understanding. activities. computers, discussion, instruction will take include reading,
Students will them • Students will educational support ability of the place. interpretation, and
model specific model teacher videos, read alouds, learner to direction with
learning activities that demonstration examples and follow along in materials being used
the teacher presents for the unit. materials to build and the topic and for the lesson. All IEP
for each lesson. As the Each simple manipulate simple develop a information will be
students participate in machine will machines, etc. greater followed accordingly.
the activity, they include a understanding
develop knowledge in hands-on of the six
the prioritized activity for simple
learning target for the students to machines.
particular lesson. practice with • Students will
teacher communicate
feedback to
their
establish understanding
communication through hands
for student on
understanding demonstrations
an success
 with each , discussions
lesson of the about the
unit. topic, and
• Teacher will completion of
approach specific
formative activities that
assessment pertain to the
throughout the lessons.
unit in varying
ways.
Observation,
discussion, and
collection of
completed
work will be
part of the
formative
assessment. A
summative
assessment will
be taken at the
end of the unit.
• Teacher will
reteach
throughout the
unit
concerning the
previous
lessons to
build and
scaffold.
• Teacher will
provide a
review of
previously
learned skills
that may be
beneficial to
the unit.
4. Individualized Student Planning
Student Standards-Aligned IEP Goals Student-Specific IEP Goals Individualized Student Supports
Aligned to prioritized learning
targets
1. All instructional materials will be Teacher will identify any other
read to the student. student support needed during
instruction.

2. All instructional materials will be Teacher will identify any other

read to the student.
3. All instructional materials will be
read to the student.
student support needed during
instruction.
Teacher will identify any other
student support needed during
instruction.