Edu603 Final Project Implementing Udl and Constructivism in Science Education

Running head: EDU 603 FINAL PROJECT 1
EDU603 Final Project: Implementing UDL and Constructivism in Science Education
Hugo Olvera-Leija
Post University
EDU603: Curriculum 2.0
Dr. Jennifer Wojcik
April 26, 2024
© 2021 Post University, Waterbury, CT

ALL RIGHTS RESERVED
EDU 603 FINAL PROJECT 2
Table of contents
Executive Summary: Constructivism..........................................................................................2
Objective......................................................................................................................................2
Summary of Findings..................................................................................................................3
Analysis.......................................................................................................................................4
Recommendations........................................................................................................................5
Conclusion...................................................................................................................................6
Part II: Rationale of Curriculum.................................................................................................7
Part 1: Creating a UDL Learner Profile.......................................................................................7
Part 2: Understanding the UDL Learner Profile..........................................................................8
Concept Behind the UDL Learner Profile...............................................................................8
Consideration of Learners, Needs, and Variability.................................................................8
Meeting Diverse Learner Needs..............................................................................................9
UDL Strengths and Limitations...................................................................................................9
Part III: Unit Plan.......................................................................................................................10
Stage 1: Developing Unit Plan..................................................................................................10
UDL Planning Pyramid.........................................................................................................13
Questions...............................................................................................................................15
Stage 2: Authentic Performance Task Description....................................................................15
Learning Targets:...................................................................................................................15
Reflection...............................................................................................................................16
Engaging Question.................................................................................................................18
Stage 3: UBD/UDL Framework...............................................................................................18
Part 1: Lesson Plan................................................................................................................18
State Standards.......................................................................................................................18
Overview................................................................................................................................19
Essential Questions:...............................................................................................................19
Teacher-Specific Objectives (WHERETO)...........................................................................20
Materials and Resources........................................................................................................22
Formative Assessments:........................................................................................................23
Part 2: Rubric.........................................................................................................................23
Part 3: Reflection...................................................................................................................26
Engaging Question:...............................................................................................................27
References.....................................................................................................................................29
Appendices....................................................................................................................................32
Appendix A: Rubric...................................................................................................................32
EDU603: Implementing UDL and Constructivism in Science Education

Executive Summary: Constructivism
Objective
The chosen educational philosophy is constructivism, which asserts that learning is an
active and constructive process. As a substitute teacher who works with high school students
across various subjects in Lake County, Florida, I find the Constructivist approach particularly
relevant and effective. This concept posits that learners construct their understanding of the
world by experiencing it and reflecting on those experiences (Shah 2019). Emphasizing social
interaction and real-world problem-solving skills are vital for this philosophy to create more
engaging approaches toward education (Loveless, 2023). Constructivism promotes student
engagement levels by prioritizing interactions; therefore, education is focused on the students
rather than on teachers, resulting in a better learner experience as they take ownership of their
journeys.
Constructivism aligns with my teaching goals of enhancing students’ critical thinking
skills and nurturing effective collaboration. It supports the idea that critical thinking and
problem-solving abilities are not only academic but also vital life skills necessary for navigating
real-world complexities (Loveless, 2023). Constructivism recognizes the significance of creating
authentic learning experiences that bridge theory and practice, as Jacobs and Lie (2022) posit,
promoting teamwork and communication between learners, which aligns with my objective to
cultivate a sense of community within our classroom. As a substitute teacher tasked with
instructing diverse high school students in Lake County, Florida, I utilize constructivism as it
stimulates an engaging and inclusive learning environment that promotes critical thinking skills,
active participation, and teamwork. Adopting such pedagogy provides me with a flexible
framework that enables the adaptation of teaching tactics to cater to my students' varying needs
and interests while considering their unique learning styles.
Summary of Findings
Given my role as a substitute teacher working with diverse high school students across
various subjects in Lake County, Florida, the Constructivist philosophy is well-suited to my
teaching context. Its emphasis on student-centered learning acknowledges the unique needs and
backgrounds of each learner. Shah (2019) argues that careful planning and implementation can
lead to improved student engagement and positive outcomes across different classroom settings
by promoting active learning and critical thinking. The underlying principle behind
constructivism is that learners play an essential part in actively creating their understanding
based on their experiences over time (Loveless, 2023). As someone who aims to enhance
students' critical thinking skills regardless of the subject matter or topic covered within
classrooms, the idea of supporting active knowledge construction strongly resonates with me and
provides an excellent framework for establishing empowered learners under any circumstances.
Constructivism encourages social interaction and collaboration, which supports my goal
of nurturing effective collaboration among students. Supporting this, the article “Constructivist
Learning Theory and Creating Effective Learning Environments” by Zajda (2021) discusses how
the use of constructivist learning theory in schools can create effective collaborative learning
environments for all students. Constructivism suggests that knowledge and critical thinking skills
are actively constructed, with individual learning being an engaged process within the classroom.
It is a vital concept in creating effective global school environments (Zajda, 2021). The peer-
reviewed evidence presented validates constructivism's appropriateness to my teaching context
by emphasizing student agency and collaboration initiatives, instilling essential critical thinking
proficiencies crucial for students' success in today's rapidly changing world.

Analysis
My teaching practices will integrate the Constructivist philosophy by creating learning
environments that prioritize active engagement, social interaction, and real-world problem-
solving. Notably, the idea proposed by Zajda (2021) highlights how critical thinking skills are
actively constructed while individual learning is cultivated in a participatory classroom
environment. Accordingly, I aim to enhance students' analytical skills across all subjects with
interactive activities tailored towards analysis, interpretation, and problem-solving for
constructing knowledge individually. Moreover, my objective is to promote social interaction
and teamwork among students through open conversations within classrooms. According to Shah
(2019) and Loveless (2023), social interaction is a crucial aspect of cognitive development. My
teaching approach will involve encouraging collaborative learning through group projects and
discussions to align with this belief. Engaging in such activities would enable students to share
their ideas, engage in critical thinking, and promote collective understanding among themselves.
My plan for integrating Constructivist philosophy into my teaching practice involves
facilitating a supportive learning environment that encourages students to solve real-world
problems. To this end, I will adopt group discussions, project-based learning, and peer-review
sessions, as recommended by Mebert et al. (2020). Group discussions are designed to foster a
sense of community while promoting mutual respect among students who share different views
on various topics (Jacobs & Lie, 2022). Project-based learning activities will engage learners in
applying knowledge acquired from class lessons in real-world problem-solving tasks via
collaborative efforts, while peer review sessions will offer opportunities for reflective thinking
through constructive feedback exchanges between classmates. By creating such environments
where academic growth is not emphasized at the expense of social and emotional development, I
hope to provide an all-round educational experience that supports a balanced character formation
amongst pupils under my care.
Recommendations
The impact of constructivism on teaching and learning extends far beyond my classroom
as it encourages a shift from teacher-centered to learner-centered education, promotes the
integration of real-world experiences into the learning process, facilitates social interaction and
collaboration, and enhances differentiated instruction. Adopting a learner-centered approach
empowers students with ownership over their educational journey, promoting independence,
self-confidence, and lifelong skills (Jacobs & Lie 2022). Teachers can then serve as facilitators
guiding students in exploring knowledge construction, furthering this collaborative atmosphere.
Mebert et al. (2020) illustrate that integrating relevant real-world experience motivates learners
to improve academic performance substantially. By fostering a climate that motivates students to
assume responsibility for their education, it is possible to generate a cohort of independent,
confident, and perpetual learners who are equipped to confront real-world obstacles.
The emphasis on social interaction and collaboration in constructivism will help me
foster a sense of community and cooperation within the classroom. This sense of community and
cooperation can enhance students' social and emotional learning, improve their communication
and teamwork skills, and promote a positive and inclusive learning environment. Lastly,
constructivism aligns well with the principles of differentiated instruction, which cater to the
diverse needs of students. Zajda (2021) argues that by acknowledging the diverse ways in which
students construct their understanding and knowledge, constructivism can support the
implementation of differentiated instruction strategies, thereby promoting inclusivity and equity
in education. In sum, the philosophy of constructivism has the potential to bring about significant
improvements in my teaching and learning practices in my classroom and broader educational
contexts.
Conclusion
The overall implications of my findings suggest that the Constructivist philosophy, with
its emphasis on active learning, critical thinking, and collaboration, is highly relevant and
effective for my teaching context as a substitute teacher working with diverse high school
students across various subjects. This philosophy aligns with my teaching goals and beliefs, and
it provides a solid theoretical foundation for my curricular and instructional choices.
Incorporating constructivism into my teaching approach will shape my curriculum in several
ways, including guiding the design of learning activities that promote active engagement, critical
thinking, and collaboration. It will also support the implementation of differentiated instruction
strategies that cater to the diverse needs of my students. Furthermore, it will inform my
assessment practices, encouraging me to use assessments not just as a tool for measuring
students’ learning outcomes but also as a tool for supporting their learning process.
Reflecting on the significance of incorporating this philosophy into my teaching
approach, I believe that it will enhance the quality of my teaching and the effectiveness of my
students’ learning. It will help me create a learning environment that is engaging, inclusive, and
conducive to deep understanding. It will also equip my students with essential skills that
transcend the classroom, preparing them for future academic pursuits and real-world scenarios.
Ultimately, by embracing the Constructivist philosophy, I aim to contribute to the development
of effective, inclusive, and engaging learning environments that cater to the diverse needs of all
students.
Part II: Rationale of Curriculum

Part 1: Creating a UDL Learner Profile

Fig. 1: Student Learning Profile Infographic.
Source: (Self)
Alex Johnson, a 10th-grade student focusing on Science, shows strengths, needs, and
preferences across the three brain networks. In the recognition network, Alex is a quick learner
who grasps complex science concepts easily. However, he may occasionally require reminders to
stay organized. He enjoys hands-on experiments and visual aids to enhance his learning
experience. Under the strategy network, Alex is adaptable to different teaching styles and excels
in group activities. He seeks clarification when instructions are unclear and prefers collaborative
projects and problem-solving tasks. In the affective network, Alex builds strong relationships
with peers and teachers. He appreciates positive reinforcement and encouragement and values
inclusivity. Alex enjoys activities that promote teamwork and collaboration. Overall, Alex's
profile highlights his adaptability, collaborative nature, and strong interpersonal skills,
positioning him for success in his academic journey and beyond.
Part 2: Understanding the UDL Learner Profile

Concept Behind the UDL Learner Profile
The UDL learners' profile is an educator's tool for informing and assisting teachers meet
the varying needs of their students. It describes the competencies, shortcomings, and preferred
methods of each learner as a whole, depicting a detailed picture of their learning style, skills, and
interests (Posey, n.d). The UDL learning profile stands on the understanding that the learners are
extremely diverse and their styles of learning are different. This variability should not be treated
as a problem that requires solving but rather as a skill to master in developing learning
environments (Wiggins & McTighe, 2005). By considering the learners, their needs, and variety,
I am now able to shape my teaching approach to suit the needs of each student in my classroom.
Thus, the UDL is a valuable tool that all teachers should have in their toolbox to figure out their
students better and adapt their teaching to the different learner levels.
Consideration of Learners, Needs, and Variability

The consideration of my learners' needs and variability in Lake County, Florida,
influences my approach to teaching and learning because it prompts me to adapt instruction to
individual requirements. Notably, when teaching the unit I introduced in the previous
assignment, that is, "Critical Thinking Across Disciplines," I differentiate instruction by using
varying teaching strategies, materials, and levels of support based on each student's needs. For
instance, whenever I have a student with visual impairments, I use alternative formats for
instructional materials, including braille texts, audio recordings, and tactile graphics. These
adaptations help the student have the same access to learning content as their peers thus fully
participating in classroom activities. As IRIS (2020) posits, as a substitute teacher, I must always
be ready to modify my lesson plans and provide additional clearance to ensure that all my
students have an opportunity to succeed. This approach ensures that all students, regardless of
their learning style or ability, can develop critical thinking skills effectively.
Meeting Diverse Learner Needs

Teachers must remain flexible and adaptable in their teaching approach if they want to
meet the diverse needs of the learners. Notably, students are not the same; some easily
understand concepts visually, while others might prefer learning through listening and
verbalizing (Wiggins & McTighe, 2005). Therefore, educators must provide multiple means of
representation, expression, and engagement (Posey, n.d.). This strategy should be applied using
different teaching strategies, materials, and levels of support based on each student's individual
needs. In addition, teachers should be sure that each student's emotional and cultural stereotypes
are considered and treated with respect and empathy (Wiggins & McTighe, 2005). Implementing
these strategies will allow teachers to have a considerable impact by facilitating engaging and
effective learning experiences for all.
UDL Strengths and Limitations

The UDL approach has several strengths including that it recognizes and values learners’
diversity, promotes inclusive learning environments, and supports the development of flexible
and responsive teaching strategies. By recognizing and accommodating diverse learning styles,
abilities, and preferences, teachers can create a more inclusive and engaging learning
environment (Posey, n.d.). However, it has some limitations, including the fact that
implementing UDL can be challenging due to the need for extensive planning, resources, and
teacher training. Further, its effectiveness can vary based on the teacher's ability to effectively
implement and adapt the principles of UDL to their specific teaching context (Posey, n.d.).
Overall, the benefits of creating a more inclusive and personalized learning environment far
outweigh the limitations.
The UDL learner profile is a powerful tool for teachers to use to gain a better
understanding of their students and tailor their teaching approaches to meet their individual
needs. Despite the few challenges observed above, the benefits of using UDL to create inclusive
and effective learning environments are significant. As I reflect on the concept of the UDL
learner profile and its implications for teaching and learning, one question that comes to my
mind is: how can we ensure that the principles of UDL are effectively implemented in diverse
learning contexts to benefit all learners?
Part III: Unit Plan
Stage 1: Developing Unit Plan

GRADE OR LEVEL: High School UNIT TITLE: Critical Thinking Across Disciplines
Description of unit - The objective of this unit is to improve the critical thinking abilities of
pupils and cultivate fruitful cooperation between different academic fields. The unit intends to
equip learners with the necessary tools for engaging in efficient information analysis, successful
autonomous problem-solving, informed decision-making, and the development of appropriate
teamwork skills.
STAGE 1- STANDARDS/GOALS
The unit's intended goals involve cultivating critical thinking abilities and promoting productive
teamwork among students. These proficiencies are relevant across various academic fields and
are fundamental for educational advancement and personal development.
CONTENT STANDARD(S)
The content standards for this unit are aligned with the principles of Universal Design for
Learning (UDL) and Constructivist learning theory.
Content Standards Content Standards Primary Expected Performances
1. Critical Thinking After applying critical thinking skills in different

academic subjects, students will learn how to
analyze information effectively, find solutions to
given problems, and make informed decisions on
their own.
2. Collaboration Students will be able to perform maximally in a
team. They will be aware of the importance of
collaboration in knowledge acquisition and be able
to actively participate in group assignments.
3. Application of Knowledge Students will be able to use the information and
skills they have grasped in the real world. They will
appreciate the relevance of what they have learned
and be resourceful enough to apply it beyond
academic settings.
Enduring Understandings Essential Questions
 The students will comprehend that 1. How can critical thinking be applied across
critical thinking is an all- different academic disciplines?
encompassing ability, which 2. What strategies can be used to enhance critical
amplifies their capacity to scrutinize thinking skills?
predicaments, assess remedies, and 3. How can collaboration contribute to the
reach informed resolutions in every development of critical thinking skills?
academic domain. 4. How does critical thinking influence decision-
 The learners will know that working making in real-world scenarios?
together is a vital factor for academic
success, as it creates a shared spirit
within the study environment and
sharpens their ability to work as a
team.
Overarching Enduring Understandings

Essential for personal growth and success in today's world are not only academically inclined
abilities but also critical thinking and collaboration capabilities.
Unit-Specific Enduring Understanding
The utilization of critical thinking and teamwork abilities can greatly improve learning
outcomes for students in diverse academic fields.

Knowledge and Skills
Knowledge
 Students will know the principles of critical thinking and collaboration.
 The students will be acquainted with diverse tactics to improve their aptitude for critical
thinking.
 Students will understand the significance of collaboration in fostering critical thinking
abilities.
Skills
 Applying critical thinking skills among various academic disciplines will be feasible for the
students.
 Students can employ multiple strategies to improve their critical thinking abilities.
 Students will be able to work together efficiently and make informed decisions.
Explanation
In developing Stage 1 of my Unit Plan, I focused on the principles of Universal Design
for Learning (UDL) and constructivist learning theory. The principles emphasize the importance
of critical thinking and collaboration in learning, which aligns with my educational philosophy.
My choices were guided by the belief that effective education should entail a hands-on approach
whereby students construct their understanding through personal reflections and experiences.
UDL Planning Pyramid

Some Students Will Know:
 The various stages of critical thinking, include interpretation, scrutiny, assessment,
deduction, elucidation, and self-management.

 Different critical thinking strategies and how to apply them in analyzing academic problems
and making informed decisions.
 The principles of collaboration and its importance in the learning environment.
Most Students Will Know:
 The importance of collaboration in the development of critical thinking skills.
 How to apply critical thinking skills across different academic disciplines.
 How to use various strategies to enhance their critical thinking skills.
All students Will Know:
 Critical thinking is a universally applicable skill that enhances the ability to analyze
problems, evaluate solutions, and make informed decisions across all academic disciplines.
 Collaboration is a key component of effective learning, fostering a sense of community
within the learning environment and enhancing the ability to work as a team.
 How to use various strategies to enhance their critical thinking skills.
Explanation
The decisions made in developing the UDL Planning Pyramid and Stage 1 of the Unit
Plan were guided by the principles of Universal Design for Learning (UDL) and constructivist
learning theory. These principles emphasize the importance of critical thinking and collaboration
in learning, which aligns with my educational philosophy.UDL values adaptable, inclusive
teaching environments that meet unique student needs, while constructivism indicates that
learners develop their knowledge by experiencing situations and reflecting upon them (Williams,
2023; Loveless, 2023). My educational philosophy emphasizes critical thinking and
collaboration as enablers of enhanced learning experiences, intellectual stimulation, and growth.

I believe that effective education should entail a hands-on approach whereby students actively
construct their understanding through personal reflections and experiences.
My distinctive teaching and learning approach complements UDL principles and
constructivist theory, which are appropriate for students from diverse backgrounds. As proved by
the research, UDL promotes increased student participation and excellence in academic learning
(Almeqdad et al., 2023). Moreover, from the constructivist standpoint, active learning has proven
to be successful in expanding students' knowledge depth and retention of more information
(Zajda, 2021). The flexibility of UDL means that I, as a substitute teacher, can address the
diverse needs of my students across all subjects despite teaching different lessons every day,
ensuring that learning will not be just inclusive but effective for all. Moreover, the activeness
required by constructivist theory is consistent with my aim of keeping the students invested in
their educational process. The convergency of UDL with constructivist theory and my teaching
technique ensure inclusive and collaborative learning for all students.
The decisions made in this planning pyramid are founded on the principle that although
all students can master the fundamentals of critical thinking and collaboration, some learners
who have distinct learning styles and experiences may be able to get deeper into the subject
matter. This approach aligns with the UDL principles that include providing multiple means of
representation, engagement, and expression, as well as the constructivist theory that forms the
ground for active learning. The pyramid helps me divide the "Critical Thinking and Disciplines"
unit into a step-by-step plan for reaching students' distinctive needs. Ultimately, the planning
pyramid and UDL ideas make this unit easier for students to understand and retain the
information. By outlining the desired objectives and accounting for every individual learner's
needs, educators are in a better position to develop exciting and inclusive learning environments
that promote deep understanding and the ability to use essential critical thinking and
collaborative skills.
Questions
 How might integrating critical thinking and collaboration skills across various academic
disciplines prepare students for future academic and professional challenges?
 How can the principles of Universal Design for Learning (UDL) and Constructivist learning
theory be further applied to enhance the learning experience in other academic disciplines?
Stage 2: Authentic Performance Task Description

Learning Targets:
 Students will show how plants react to nitrogen, phosphorus, and potassium fertilizers.
 Students will learn how to create controlled experiments.
 Students will properly analyze experimental results.
 Students will practice critical thinking and problem-solving skills while evaluating
experimental results.
Table 2: Assessment evidence

Stage 2 – Assessment Evidence
Performance Task
GRASPS Elements of the Performance Task
Goal: The purpose of this experiment is to determine the
G – Goal
What should students influence of nitrogen, phosphorus, and potassium fertilizers on
accomplish by completing
this task? the growth of tomato plants (Solanum lycopersicon).
Role: The student will take the role of a botanist employed at the
R – Role
What role (perspective) will
Florida Research Center for Sustainable Agriculture.
your students be taking?
A – Audience Audience: The audience of this assignment is scientists and
Who is the relevant
audience? agricultural experts interested in ecologically friendly farming
approaches.
S – Situation Scenario: The student, assuming the role of a botanist, is

The context or challenge assigned to conduct a study to ascertain which fertilizer promotes
provided to the student. plant development in a regulated setting.
Product/Performance and Goal: Using a variety of fertilizers—
P – Product, Performance synthetic and organic—the student will plan, organize, and
What product/performance perform an experiment on a chosen plant species. The objective
will the student of this task is to evaluate how different fertilizers affect plant
create? development and make judgments based on factual data acquired
from the experiment.
S – Standards & Criteria for Success Standards & Criteria: The K–9 Writing Rubric will be
Success used to evaluate the writing. The learners should evaluate
Create the rubric for the themselves using these standards.
Performance Task See Appendix A
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 are used throughout the unit to
arrive at the outcomes.
Apart from performance tasks, students will Students will reflect on and assess their
demonstrate their achievement of the desired learning through journal entries and peer
results through various formative and evaluations. They will evaluate their
summative assessments throughout the unit. The performance on the task and provide feedback
assessments will include quizzes, tests, and to their peers. This self-assessment will allow
journal entries. The journal entries will allow students to take ownership of their learning
students to reflect on their learning and and identify areas for improvement.
document their progress throughout the unit. Additionally, students will engage in self-
Observations of the student's participation in reflection and set goals for future learning.
class discussions and group work will also
provide valuable evidence of their
understanding.
Reflection
The genuine performance challenge described above exemplifies meaningful learning
experiences based on real-world applications and adheres to the principles of Understanding
by Design (UbD). Ilori and Ajagunna (2020) argue that educators must create projects that go
beyond the confines of traditional classroom learning to allow students to connect with
information in genuine circumstances. By playing the role of a botanist working at the

Florida Research Center for Agricultural Sustainability, students are immersed in a setting
similar to that of agricultural professionals. Furthermore, this position improves their
comprehension of scientific topics and fosters critical thinking, problem-solving, and inquiry
abilities necessary for success in the scientific community.
This task's significance stems from its relation to the local setting of Lake County,
Florida. Agriculture is an important business in the region, and sustainable agricultural
techniques are critical (Elbagory et al., 2022; Huang et al., 2022). Students investigate the
effects of nitrogen, phosphorus, and potassium fertilizers on tomato plant development,
learning about scientific principles that have a real influence on their society. According to
Álvarez-Guerrero et al. (2021), students are more engaged and motivated when they see the
practical application of their learning outside of the classroom. Furthermore, the task
prepares students to become participants in the agricultural sustainability program. By
performing these experiments and evaluating the data, students have the opportunity to
develop conclusions that will be valuable to the farmers in their community. Encouraging
pupils to take ownership of their learning empowers and prepares them for the duty of caring
for the environment and community.
The design of this performance test goes beyond the superficial level of knowledge
and memorization. It encourages students to grasp fundamental scientific topics in a realistic
and real-world context. Students acquire a thorough understanding of the scientific method
and how it is used in daily life via hands-on activities such as experiments, data analysis, and
communication of results.
It is critical to continue creating learning experiences that emphasize authenticity,
relevance, and inquiry. Through such experiences, I can ensure that students acquire and
cultivate the abilities and attitudes required to live in a rapidly changing society. As an
educator, I must continually strive to bridge the gap between theory and practice for students
to become lifelong learners and engaged citizens who impact their communities and the
globe.
Engaging Question.
What insights did you gain about the practical application of scientific principles through
your role as a botanist at the Florida Research Center for Sustainable Agriculture? How do you
envision applying these insights to address real-world challenges in your community or beyond?
Stage 3: UBD/UDL Framework

Part 1: Lesson Plan
Unit Title: Exploring Heredity and Reproduction
Content Area: Science
Grade Level: High School 9
State Standards
Florida's State Academic Standards for Science.
 SC.912. L.16 - Heredity and Reproduction, focusing on human genetics and model
organisms like fruit flies and pea plants (Cpalms, 2019).
 SC.912. L.16.1 - Use Mendel's laws of segregation and independent assortment to
analyze patterns of inheritance (Cpalms, 2019).
 SC.912. L.16.3- Describe the basic process of DNA replication and how it relates to the
transmission and conservation of genetic information (Cpalms, 2019).
Common Core Standard: HS-LS3-1: Ask questions to clarify relationships between and the
role of DNA and chromosomes in coding the instructions for characteristic traits passed from
parents to offspring (Solodev, 2020).

Overview
The unit aims to study concepts of heredity and reproduction, exploring how genetic
information is transmitted, expressed, and impacts various organisms, such as humans, fruit flies,
pea plants, and bacteria. Through hands-on activities like DNA extraction experiments, Punnett
square simulations, and observation of genetic traits in model organisms, discussions, and
investigations, students will uncover the fundamental principles of genetics and understand their
significance in biological systems.
Essential Questions:
1. How does DNA encode genetic information, and how is it transmitted from generation to
generation?
2. What are the different modes of inheritance, and how do they influence observable traits
in organisms?
3. How do mutations in DNA contribute to genetic variation and phenotypic diversity?
4. What role do processes like DNA replication, transcription, and translation play in gene
expression?
5. How does biotechnology impact society and the environment, and what ethical
considerations arise from its use?
6. How do genetic variations lead to adaptations in different environments?
7. What are the mechanisms behind genetic diseases, and how can they be prevented or
treated?
8. Teacher-Specific Objectives (WHERETO)
Stage 3
Table 3: Learning plan
Learning Plan (Stage 3)

Where are your students headed? The unit is focused on understanding the principles of
Where have they been? How will heredity and reproduction within the context of biology.
you make sure the students know
where they are going? Students will analyze autosomal dominant, autosomal
recessive, sex-linked, and polygenic inheritance modes
and explore how genetic information is transmitted and
expressed.
How will you hook students at the Engage students using hands-on activities like DNA
beginning of the unit?
extraction from strawberries, discussions, and Punnett
Square Virtual Lab simulation to encourage exploration
and inquiry. Utilize Mendel's Pea Plant Experiments case
study and sickle cell anemia and cystic fibrosis (real-
world examples) to illustrate concepts like Mendelian
genetics, genetic disorders, and population genetics and
encourage critical thinking.
What events will help students Provide students with biology textbooks, online resources
experience and explore the big
ideas and questions in the unit? such as the Khan Academy Genetics playlist, and
How will you equip them with
needed skills and knowledge? laboratory equipment such as microscopes, agar plates,
and genetic testing kits.
How will you cause students to Offer opportunities for students to revisit and revise their
reflect and rethink? How will
you guide them in rehearsing, understanding through formative assessments (outlined in
revising, and refining their work?
the formative section) like quizzes, feedback, and
reflection on their learning progress. Encourage peer

collaboration and discussion to reinforce concepts.
How will you help students to Incorporate self-assessment tools like rubrics and online
exhibit and self-evaluate their
growing skills, knowledge, and quizzes to allow students to evaluate their understanding
understanding throughout the
unit? and growth throughout the unit. Provide timely feedback
on assessments and encourage students to set goals for
improvement.
How will you tailor and otherwise Adapt instruction to meet the diverse needs of learners by
personalize the learning plan to
optimize the engagement and providing means of representation, such as visual aids,
effectiveness of ALL students,
without compromising the goals graphic organizers, and videos; engagement through
of the unit?
hands-on activities, discussions, and debates; and
expression through written assignments, presentations,
and projects. Differentiate instruction based on student
readiness, interests, and learning preferences.
How will you organize and Utilize graphic organizers, checklists, and Google
sequence the learning activities to
optimize the engagement and Classroom (technology tool) to help students stay
achievement of ALL students?
organized and effectively manage their learning tasks.
Provide scaffolding and support as needed to ensure all
students can access and engage with the content
effectively.
Lesson Title Lesson Activities WHERETO Resources

Introduction to Engage students with hands-on Hook: Engage Biology textbooks, and
Unit activities like DNA extraction from through hands-on online resources like
strawberries and Punnett Square activities and the Khan Academy
Virtual Lab simulation. Use case discussions. Genetics playlist.
studies like Mendel's Pea Plant
Experiments and real-world examples
of genetic disorders.
Understanding Provide biology textbooks and online Equip: Provide Campbell Biology
DNA resources for students to study DNA resources for textbook, National
structure. Conduct interactive studying DNA and its Human Genome
simulations or use models to processes. Research Institute
demonstrate DNA replication, website, square
transcription, and translation. generator.
Exploring Conduct laboratory activities and Reflect/Revise: Offer Laboratory equipment
Inheritance experiments to investigate inheritance opportunities for such as microscopes,
patterns and genetic traits. Utilize reflection and agar plates, and
Punnett squares and discussions to revision. genetic testing kits.
analyze modes of inheritance.
Ethical Facilitate class discussions or debates Reflect: Engage in Presentation software
Considerations on ethical issues related to discussions to for student
biotechnology, such as GMOs, gene prompt reflection and presentations, internet
editing, and cloning. Encourage critical thinking. access for research.
critical thinking and reflection on
societal impacts.
Assessment Administer quizzes or short Evaluate: Incorporate Quizzes, worksheets,
assessments to test understanding of self-assessment tools and peer review
key concepts. Provide opportunities for student guidelines.
for peer review and feedback on evaluation.
written assignments or projects.
Materials and Resources

 Campbell Biology (11th Revised Edition textbook) or National Human Genome Research
Institute website (online resource).
 Square generator (interactive simulation) or models demonstrating DNA replication,
transcription, and translation.
 Worksheets or graphic organizers for note-taking and summarizing key concepts

 Laboratory equipment for conducting experiments, such as microscopes, agar plates, and
genetic testing kits
 Technology resources for research and presentations, including computers, internet
access, and presentation software
Vocabulary Words: DNA (Deoxyribonucleic), Genotype, Phenotype, Allele, Mutation,
Transcription, Translation, Biotechnology, Genetic Engineering and Cloning.
Formative Assessments:
 Quizzes or short assessments to test understanding of key concepts such as DNA
structure, gene expression, and inheritance patterns
 Class discussions or debates on ethical issues related to biotechnology, including
genetically modified organisms (GMOs), gene editing, and cloning
 Laboratory activities and experiments to investigate genetic traits, mutations, and DNA
replication
 Student presentations on specific topics within the unit, demonstrating comprehension
and application of genetic principles
 Peer review and feedback on written assignments or projects, focusing on clarity,
accuracy, and depth of understanding
Part 2: Rubric
Rubric: Self-Assessment Rubric
Criteria 1 (Poor) 2 (Fair) 3 (Good) 4 (Very Good) 5 (Exemplary)
Stage 1: No alignment Limited Some Alignment Exemplary

Identifying with essential alignment with alignment with with essential alignment with
Desired understanding, essential essential understanding, essential
Results essential understanding, understanding, essential understanding,
questions, or essential essential questions, and essential
standards. questions, or questions, and standards. questions, and
standards. standards. standards.
Stage 2: Few or no Limited Multiple Many Abundant

Determining opportunities opportunities opportunitiesopportunities opportunities
Acceptable for students to for students to for students to
for students to for students to
Evidence demonstrate demonstrate demonstrate demonstrate demonstrate
understanding. understanding. understanding.
understanding. understanding.
Limited Some ConsiderationConsiderable Extensive
consideration of consideration of learner consideration consideration
learner of learner variability. An
of learner of learner
variability. Lack variability. One authentic variability. An variability. An
of authentic authentic performance authentic authentic
performance performance task is included
performance performance
tasks. task, but which but does not task (APT) is task is included
does not fully fully assess included, and and thoroughly
assess deep deep deep assesses deep
understanding. understanding.
understanding understanding.
is assessed to
some extent.
Stage 3: Lack of clarity Unit goals and Unit goals and Unit goals and
Unit goals and
Planning in unit goals objectives are objectives are objectives are
objectives are
Learning and objectives. somewhat clear. clear. Learning communicatedexceptionally
Experiences Learning Some learning experiences are clearly. clear and well-
and experiences are experiences are engaging and Learning communicated.
Instruction not engaging or engaging and relevant to experiences are
Learning
relevant to relevant to students. highly experiences are
students. students. Some Opportunities engaging andexceptionally
Limited opportunities for reflection, relevant to engaging and
opportunities for reflection, revision, and students. relevant to
for reflection, revision, and self-assessment Ample students.
revision, and self-assessment are provided. opportunities
Abundant
self-assessment. are provided. for reflection,
opportunities
revision, and
for reflection,
self-assessment
revision, and
are provided.
self-assessment
are provided.
Coherence Lack of logical Some logical Logical flow Clear logical Exceptionally
and Clarity flow from Stage flow from from Stage 1 to flow from clear and
1 to Stage 3. Stage 1 to Stage 3. Clear Stage 1 to coherent
Poor Stage 3. communication Stage 3. logical flow
communication Communication of learning Effective from Stage 1 to
of learning plan of the learning plan to communication Stage 3.
to students. plan to students students. of learning Exceptionally
Components of is somewhat Components of plan to clear
the plan do not clear. Some the plan align students. communication
align with UDL components of with UDL Components of of learning
principles and the plan align principles and the plan align plan to
standards. with UDL standards to with UDL students. All
principles and some extent. principles and components of

standards. standards. the plan align
with UDL
principles and
standards.
Student Limited student Some student Good student Very good Exemplary
Engagement engagement engagement engagement student student
throughout throughout throughout engagement engagement
learning learning learning throughout throughout
experiences. experiences. experiences. learning learning
Learning Some Learning experiences. experiences.
activities are differentiation activities are Learning Learning
not in learning differentiated activities are activities are
differentiated. activities. Some to some extent. well- exceptionally
Few opportunities Opportunities differentiated. differentiated.
opportunities for real-world for real-world Many Abundant
for real-world application of application of opportunities opportunities
application of knowledge are knowledge are for real-world for real-world
knowledge. provided. provided. application of application of
knowledge are knowledge are
provided. provided.
Assessment Limited use of Some use of Good use of Very good use Exemplary use
and formative formative formative of formative of formative
Feedback assessments to assessments to assessments to assessments to assessments to
monitor student monitor student monitor monitor monitor
progress. progress. student student student
Feedback is not Feedback is progress. progress. progress.
provided timely. provided, but Feedback is Feedback is Feedback is
Few not consistently provided consistently consistently
opportunities or timely. Some timely. provided on provided on
for student opportunities Opportunities time. Many time. Abundant
reflection and for student for student opportunities opportunities
goal setting. reflection and reflection and for student for student
goal setting. goal setting are reflection. reflection.
provided.
Part 3: Reflection
The learning plan has been an insightful journey in designing a comprehensive unit on
heredity and reproduction for high school students. In Stage 1, I carefully crafted essential
understanding and questions that align with state standards and promote a deep understanding of
heredity and reproduction concepts. These overarching ideas will guide instruction and student
inquiry, helping to uncover the big ideas of genetics. By ensuring alignment with standards and
relevance to students' lives, I aim to promote the transfer of knowledge and critical thinking
skills.
The task I, the self-assessment rubric, will be meaningful for my learners within my
context as a substitute teacher in Lake County. High school students benefit from clear
expectations and opportunities for self-assessment, as Yan et al. (2020) note. Additionally, as
Hawe et al. (2021) argue, providing a structured rubric enables students to reflect on their
understanding and track their progress throughout the unit, therefore promoting metacognition
and empowering students to take ownership of their learning journey. Furthermore, Vasileiadou
and Karadimitriou. (2021) notes that a rubric encourages students to engage with the essential
questions and standards of the unit, promoting deeper understanding and critical thinking skills.
As a substitute teacher working across different subject areas and grade levels, this unit provides
a structured framework for delivering high-quality science instruction. By following the
principles of UbD and UDL, I can effectively plan and implement engaging lessons that promote
deep understanding and foster student success.
Engaging Question:
How can we further personalize this learning plan to accommodate the specific interests
and learning preferences of individual students, ensuring that every learner feels motivated and
supported in their journey of discovery?
Stage 4: UDL Principles

Table 3: Checking for UDL Principles
Assess and Reflect (Stage 4)
Considerations Comments
Required Areas of Study: Required Areas of Study:
Is there alignment between The outcomes, performance assessments, and learning experiences align. The
outcomes, performance unit focuses on essential genetics concepts, and the assessments, such as
assessment, and learning quizzes, debates, and laboratory experiments, directly address these learning
experiences? objectives.
Adaptive Dimension: For struggling students:

Have I made purposeful Purposeful adjustments have been made to accommodate diverse learning
adjustments to the needs. For struggling students, scaffolding and additional support are provided
curriculum content (not through differentiated instruction, including visual aids, graphic organizers,
outcomes), instructional and peer collaboration. For students needing a challenge, opportunities for
practices, and/or the deeper exploration and extension activities are integrated into the unit, such as
learning environment to advanced laboratory investigations and independent research projects.
meet the learning needs and
diversities of all my For students who need a challenge:
students?
Instructional Approaches: A variety of instructional approaches are utilized, including teacher-directed
Do I use a variety of teacher- activities such as lectures and guided simulations, as well as student-centered
directed and student- approaches like hands-on laboratory experiments, group discussions, and peer
centered instructional collaborations. This way, diverse learning styles and preferences are catered to
approaches? throughout the unit.
Resource Based Learning: Students have ongoing access to various resources, including biology
Do the students have access textbooks, online platforms like Khan Academy, laboratory equipment, and
to various resources on an technology resources for research and presentations. These resources support
ongoing basis? differentiated instruction and allow students to engage with the content in
multiple ways, fostering deeper understanding and exploration.
FNM/I Content and
Perspectives/Gender FNM/I Content and Perspectives/Gender Equity/Multicultural Education:
Equity/Multicultural The unit promotes diversity and inclusivity by incorporating perspectives
Education: from various cultural backgrounds, ensuring that all students feel represented
Have I nurtured and and valued in the learning environment. Ethical considerations regarding
promoted diversity while biotechnology and genetic engineering encourage discussions on societal
honoring each child’s impacts, including cultural and ethical implications. Additionally, gender
identity? equity is maintained by providing equal opportunities for participation and
achievement regardless of gender identity.
References
Almeqdad, Q. I., Alodat, A. M., Alquraan, M. F., Mohaidat, M. A., & Al-Makhzoomy, A. K.
(2023). The effectiveness of universal design for learning: A systematic review of the
literature and meta-analysis. Cogent Education, 10(1).
https://doi.org/10.1080/2331186x.2023.2218191
Álvarez-Guerrero, G., López de Aguileta, A., Racionero-Plaza, S., & Flores-Moncada, L. G.
(2021). Beyond the school walls: Keeping interactive learning environments alive in
confinement for students in special education. Frontiers in Psychology, 12, 662646.
https://doi.org/10.3389/fpsyg.2021.662646
Cpalms. (2019). SC.912. L.16 - Heredity and Reproduction. Www.cpalms.org.
https://www.cpalms.org/PreviewIdea/Preview/587
Elbagory, M., El-Nahrawy, S., Omara, A. E. D., Eid, E. M., Bachheti, A., Kumar, P., ... &Širić, I.
(2022). Sustainable bioconversion of wetland plant biomass for Pleurotus ostreatus var.
florida cultivation: Studies on proximate and biochemical characterization. Agriculture,
12(12), 2095.https://doi.org/10.3390/agriculture12122095
Hawe, E., Dixon, H., Murray, J., & Chandler, S. (2021). Using rubrics and exemplars to develop
students’ evaluative and productive knowledge and skill. Journal of Further and Higher
Education, 45(8), 1033-1047. https://doi.org/10.1080/0309877X.2020.1851358
Huang, K. M., Guan, Z., & Hammami, A. (2022). The US fresh fruit and vegetable industry: An
overview of production and trade. Agriculture, 12(10), 1719.
https://scholar.google.com/citations?user=Lj-JzjEAAAAJ&hl=en&oi=sra
Ilori, M. O., &Ajagunna, I. (2020). Re-imagining the future of education in the era of the Fourth
Industrial Revolution. Worldwide Hospitality and Tourism Themes, 12(1), 3-12.
https://www.emerald.com/insight/content/doi/10.1108/WHATT-10-2019-0066/full/html
IRIS. (2020). IRIS | Page 6: Instructional Methods. Vanderbilt.edu.
https://iris.peabody.vanderbilt.edu/module/udl/cresource/q2/p06/#content
Jacobs, G. M., & Lie, A. (2022). Toward student-centered teacher education programs. Journal
of International and Comparative Education, 11(2), 93–105.
https://doi.org/10.14425/jice.2022.11.2.1205
Loveless, B. (2023, April 14). 15 Learning theories in education (A Complete Summary).
Education Corner. https://www.educationcorner.com/learning-theories-in-education/
Loveless, B. (2023, April 14). 15 Learning theories in education (A Complete Summary).
Education Corner. https://www.educationcorner.com/learning-theories-in-education/
Mebert, L., Barnes, R., Dalley, J., Gawarecki, L., Ghazi-Nezami, F., Shafer, G., Slater, J., &
Yezbick, E. (2020). Fostering student engagement through a real-world, collaborative
project across disciplines and institutions. Higher Education Pedagogies, 5(1), 30–51.
https://doi.org/10.1080/23752696.2020.1750306
Posey, A. (n.d.). Universal Design for Learning (UDL): A teacher’s guide. Understood.
Retrieved November 1, 2023, from
https://www.understood.org/en/articles/understanding-universal-design-for-learning?
utm_source=google&utm_medium=cpc&utm_term=udl+principles&utm_campaign=EN
_UDL_EJ2&gclid=CjwKCAjw4ZWkBhA4EiwAVJXwqc8C_f9DzAxgwbY6eoDixmoX
BtTBxsECzS4Ho8rGFDzo_xgrPa7pnxoCdKMQAvD_BwE&gclsrc=aw.d
Shah, K. R. (2019). Effective constructivist teaching learning in the classroom.
https://files.eric.ed.gov/fulltext/ED598340.pdf
Solodev. (2020, October 16). Science. Www.fldoe.org.
https://www.fldoe.org/academics/standards/subject-areas/math-science/science/
Vasileiadou, D., & Karadimitriou, K. (2021). Examining the impact of self-assessment with the
use of rubrics on primary school students’ performance. International Journal of
Educational Research Open, 2, 100031. https://doi.org/10.1016/j.ijedro.2021.100031
Wiggins, G., & McTighe, J. (2005). Chapter 2. Understanding Understanding, in Understanding
by Design (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum
Development.
https://teamone.msuurbanstem.org/wp-content/uploads/2014/07/understanding-
understandingch21.pdf
Williams, J. (2023, April 18). Universal design for learning. Let’s Go Learn.
https://www.letsgolearn.com/education-reform/universal-design-for-learning/
Yan, Z., Brown, G. T., Lee, J. C. K., & Qiu, X. L. (2020). Student self-assessment: Why do they
do it? Educational Psychology, 40(4), 509-532.
https://doi.org/10.1080/01443410.2019.1672038
Zajda, J. (2021). Constructivist learning theory and creating effective learning environments.
Globalization, Comparative Education and Policy Research, 25(25), 35–50.
https://doi.org/10.1007/978-3-030-71575-5_3
Zajda, J. (2021). Constructivist learning theory and creating effective learning environments.
Globalization, Comparative Education and Policy Research, 25(25), 35–50.
https://doi.org/10.1007/978-3-030-71575-5_3
Appendices
Appendix A: Rubric
K-9 Rubric: Science Fair Experiment: Tomato Fertilizer Experiment
Teacher Name: (Your Name)
Student Name: ________________________________________
CATEGORY 5 4 3 2 1
Data Precise and The methods The The Data
Collection comprehensive for gathering procedure procedures collection
ways of data are well- s for for gathering methods are
gathering data defined and gathering data are not outlined
are delineated implemented, data are described, or executed
and implemented exhibiting a described, however, properly.
with efficiency, thorough but they they are not
demonstrating a comprehensi are not executed with
deep on and executed clarity or
comprehension utilization of with efficacy,
and use of suitable sufficient demonstratin
relevant approaches. clarity or g a lack of
approaches. efficacy, knowledge
demonstra and
ting a implementati
limited on of suitable
comprehe methodologie
nsion and s
use of
suitable
strategies.
Idea The concept is The concept Although The concept The concept
unique, well- is clearly the notion is poorly is ambiguous
spoken, and expressed is well- expressed or unrelated
shows a thorough and shows a stated, it and shows to the topic at
comprehension solid grasp of could not little hand.
of the subject. the subject. be creativity or
innovative in-depth
or deeply knowledge of
comprehe the subject.
nd the
topic.
Variables Every pertinent The majority Although There is a It is clear
variable is of pertinent some lack of from the
precisely defined, variables are pertinent definition, improper
recognized, and recognized, variables explanation, identification,
discussed, clarified, and have been and definition,
indicating a discussed, found, identification and
thorough showing that defined, of pertinent explanation
comprehension their and variables, of relevant
of each variable's significance discussed, indicating a variables that
function in the to the study is it may not poor their
research. well be clear comprehensi significance
understood. what they on of their to the study is
mean or significance not
how they to the understood.
fit into the research.
research.
Description of The process is The process Although The process The process
Procedure thoroughly is sufficiently the is not well is
explained, with detailed, process is explained, inadequately
all required encompassin given, and many of explained,
supplies and g the some the stages or with most
stages included, majority of processes materials are processes and
making it easier required or unclear or resources
to replicate the processes and materials lacking in missing in
study. resources, to may not depth, which clarity or
aid be clear or makes it depth, which
comprehensi detailed challenging makes it
on and enough, to practically
replication of which comprehend hard to
the research. might or replicate understand or
make it the study. replicate the
difficult to study.
interpret
or
replicate
the study.
Hypothesis The idea is The The The The

Development clearly stated, hypothesis is hypothesi hypothesis is hypothesis is
consistent, and clear and s may be too general, not stated or
based on relevant reasonable, unclear or illogical, or is
evidence or and it is have a lacks unreasonable,
logic, thus supported by weak evidence and showing a
showing that the some logical reasoning, total
student has a evidence or connectio thus showing ignorance of

good grasp of reasoning. n or that the the scientific
scientific inquiry. This shows insufficie researcher investigations
that the nt does not fully .
person has a evidence grasp the
good or essence of
scientific reasoning, the scientific
understandin showing a approach.
g. limited
understan
ding of
scientific
investigati
on.
Diagrams Diagrams show Diagrams Diagrams Diagrams The lack of
outstanding show strong show a with diagrams or
visual visual reasonabl ambiguous or their
communication communicati e level of insufficient complete
abilities as they on abilities visual labels make it ambiguity
are since they are communic difficult to hinders
understandable, understandab ation grasp the comprehensi
well labeled, and le, well abilities; subject and on of the
successfully labeled, and they are show a lack subject
improve improve labeled of matter.
comprehension comprehensi and proficiency in
of the subject. on of the somewhat visual
subject. clear, but communicati
they may on.
not be
very
useful in
improving
knowledg
e of the
subject.
Display The facts and The facts and While the The facts and The facts and
statistics are statistics are data and statistics are statistics are
presented in a presented in informatio presented in not arranged
very well- an orderly, n display an clearly.
organized, eye- eye-catching is unattractive Difficult to
catching manner manner that somewhat or ill- understand
that conveys the conveys the well- organized the main
main conclusions main organized manner, conclusions.
and has conclusions and which makes
outstanding and has aesthetical it difficult to
presenting strong ly communicate

abilities. presenting pleasing, the main
abilities. it may not conclusions
effectivel and shows
y weak
communic presenting
ate the abilities.
most
important
facts,
exhibiting
just
mediocre
presentati
on
abilities.
Conclusion/ The conclusion The The The The
Summary or summary conclusion or conclusio conclusion or conclusion or
effectively summary n or summary summary is
summarizes key summarizes summary inadequately missing,
findings, draws key findings, partially summarizes unclear, or
logical draws summariz key findings, entirely
conclusions reasonable es key fails to draw illogical,
based on the conclusions findings, meaningful demonstratin
data, and based on the draws conclusions g a lack of
provides data, and limited based on the analytical
insightful provides conclusio data, or lacks skills.
reflections or reflections or ns based reflections or
implications, implications, on the implications,
demonstrating demonstratin data, and demonstratin
excellent g good provides g poor
analytical skills. analytical some analytical
skills. reflections skills.
or
implicatio
ns,
demonstra
ting fair
analytical
skills.
Creativity/ The project The project The The project The project is
Originality showcases manifests a project is shows a low missing
distinctive high level of innovative degree of creativity/ori
creativity/origina creativity/ori in its creativity/ori ginality in the
lity in ginality in the approach, ginality in process,
strategy/design/e concept, design, or terms of the design, or
xecution, leading design, or execution, approach, execution;

to the execution. thus, design, or thus, the
outstanding This, in turn, enhancing execution, quality and
quality and increases the the and it takes effect of the
effectiveness of quality and quality only a small research are
the study. impact of the and contribution impacted
research. impact of to the study negatively.
the quality
research.
(Source: Self-constructed)

Edu603 Final Project Implementing Udl and Constructivism in Science Education

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Edu603 Final Project Implementing Udl and Constructivism in Science Education

Uploaded by

Copyright:

Available Formats

Running head: EDU 603 FINAL PROJECT 1

EDU603 Final Project: Implementing UDL and Constructivism in Science Education

EDU603: Curriculum 2.0

Dr. Jennifer Wojcik

April 26, 2024

© 2021 Post University, Waterbury, CT

EDU603: Implementing UDL and Constructivism in Science Education

engaging approaches toward education (Loveless, 2023). Constructivism promotes student

engagement levels by prioritizing interactions; therefore, education is focused on the students

Constructivism aligns with my teaching goals of enhancing students’ critical thinking

real-world complexities (Loveless, 2023). Constructivism recognizes the significance of creating

and interests while considering their unique learning styles.

various subjects in Lake County, Florida, the Constructivist philosophy is well-suited to my

Constructivism encourages social interaction and collaboration, which supports my goal

reviewed evidence presented validates constructivism's appropriateness to my teaching context

proficiencies crucial for students' success in today's rapidly changing world.

actively constructed while individual learning is cultivated in a participatory classroom

interactive activities tailored towards analysis, interpretation, and problem-solving for

constructing knowledge individually. Moreover, my objective is to promote social interaction

My plan for integrating Constructivist philosophy into my teaching practice involves

facilitating a supportive learning environment that encourages students to solve real-world

through constructive feedback exchanges between classmates. By creating such environments

amongst pupils under my care.

as it encourages a shift from teacher-centered to learner-centered education, promotes the

collaboration, and enhances differentiated instruction. Adopting a learner-centered approach

guiding students in exploring knowledge construction, furthering this collaborative atmosphere.

to improve academic performance substantially. By fostering a climate that motivates students to

assume responsibility for their education, it is possible to generate a cohort of independent,

The emphasis on social interaction and collaboration in constructivism will help me

implementation of differentiated instruction strategies, thereby promoting inclusivity and equity

improvements in my teaching and learning practices in my classroom and broader educational

it provides a solid theoretical foundation for my curricular and instructional choices.

Incorporating constructivism into my teaching approach will shape my curriculum in several

Reflecting on the significance of incorporating this philosophy into my teaching

Ultimately, by embracing the Constructivist philosophy, I aim to contribute to the development

Part II: Rationale of Curriculum

Part 1: Creating a UDL Learner Profile

positioning him for success in his academic journey and beyond.

Part 2: Understanding the UDL Learner Profile

Consideration of Learners, Needs, and Variability

influences my approach to teaching and learning because it prompts me to adapt instruction to

Meeting Diverse Learner Needs

effective learning experiences for all.

UDL Strengths and Limitations

outweigh the limitations.

learning contexts to benefit all learners?

Part III: Unit Plan

Stage 1: Developing Unit Plan

1. Critical Thinking After applying critical thinking skills in different

critical thinking is an all- different academic disciplines?

encompassing ability, which 2. What strategies can be used to enhance critical

amplifies their capacity to scrutinize thinking skills?

predicaments, assess remedies, and 3. How can collaboration contribute to the

reach informed resolutions in every development of critical thinking skills?

academic domain. 4. How does critical thinking influence decision-

 The learners will know that working making in real-world scenarios?

together is a vital factor for academic

success, as it creates a shared spirit

within the study environment and

sharpens their ability to work as a

Overarching Enduring Understandings

outcomes for students in diverse academic fields.

 Students will understand the significance of collaboration in fostering critical thinking