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Unit 7 Blog Assignment 4 Stage 3
Unit 7 Blog Assignment 4 Stage 3
The primary objective of Unit 1 was to assist kindergarten students in gaining a deeper
emotions, preferences, and families. Students were involved in an outdoor activity to learn about
plant growth in Unit 2. To construct a learning plan, I used the following WHERETO tool as
follows:
W (Where the unit is headed and what is anticipated of students): In this learning plan,
students will acquire a deeper understanding of plants and themselves and their bodies. By
investigating their identities while discovering information about the natural world around them,
they will develop a connection to their physical bodies and an understanding of their place in the
world. Students will begin to recognize the similarities and differences between their bodies and
the natural world as they learn about various types of plants, their growth phases, and the
significance of plants in our lives. Through this investigation, they will better understand their
body parts and functions. By the end of the course, students will be able to identify the parts of a
plant, explain the stages of plant development, and demonstrate their knowledge through a
creative project, reinforcing their understanding of their body parts and how they relate to the
natural world.
H (How to hook and hold students' interest): To build on the student's exploration of their
identities and comprehension of the natural world around them, I will introduce the subject by
showing them a brief video about the various types of plants and their significance in our lives.
This will help capture and maintain their interest while introducing them to the subject. To
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further pique their interest and curiosity, I will bring a few plant specimens and have students
examine their various components. In addition, I will create hands-on activities, such as planting
seeds and watering plants. The exercise will engage the students in the learning process and help
them better understand their bodies and their relationship to the natural world, such as the soil
E (Equipping students to experience and explore the ideas being studied): I will use various
methods, including visual aids, hands-on activities, and interactive discussions, to equip students
with the knowledge to experience and investigate the studied concepts. In addition, I will provide
books and online videos to assist students in gaining a deeper understanding of the concepts.
formative assessment, I will give frequent feedback and encourage students to self-reflect on
their work. In addition, I will incorporate self-assessment tools such as questionnaires and
rubrics to assist students in tracking their progress and identifying areas for improvement.
E (Ways for students to evaluate or self-assess their work): To provide students with the
means to assess or self-evaluate their work, I will develop rubrics and checklists that define the
learning objectives and success criteria in detail. I will encourage students to evaluate their
T (How to tailor the learning plan to meet the variability of learners): I will integrate
multiple modalities, such as visual aids, hands-on activities, and technology. This strategy is
essential to tailor the learning plan to the diversity of learners (Alnahdi, 2014). I will also offer
O (Tools to help students stay organized): I will provide graphic organizers, checklists, and
other resources to help students keep track of their learning and progress to help them remain
organized.
Desired are essential, with fundamental aligned with are not aligned
concerns and teaching and might not guide might not guide
transfer.
performance task that relates to the that only partially performance task
understanding of
the significant
concepts.
Planning aware of the generally aware aware of the unit's unaware of the
and the unit. They of the unit. They They may lack They lack
are enthusiastic and are somewhat that provide that offer no real-
on feedback and work in response revise their work revise their work
Reflection
In Unit 1, we explored the unit's primary objective: to assist kindergarten students in exploring
their identities and obtaining a deeper understanding of themselves. In Unit 2, students engaged
in an outdoor activity to teach young children about plant development. Both of these units
adhere to the principles of UbD and UDL, and the assessment rubric I've developed will enable
The task I have designed, which entails creating an "All About Me" poster, will be meaningful
for my learners in my context because it will allow them to express themselves and obtain a
diverse requirements of my students, and they will have the freedom to choose the medium they
In Unit 2, students engaged in an outdoor activity to learn about plant growth according to the
principle of offering multiple modes of representation. Similarly, the assignment I've created will
permit my students to demonstrate their comprehension in various methods per the principle of
In conclusion, the learning plan I've designed aligns with the UbD and UDL principles and
builds on the work I've completed in Units 1 and 2. It will enable me to evaluate the
opportunities.
Engaging question: How can the principles of UDL and UbD be applied to designing effective
References
Alnahdi, G. (2014). Assistive technology in special education and the universal learning design.
Wilson, S. (2009). Differentiated instruction: How are design essential questions in learning,
assessment, and instruction part of it. New England Reading Association Journal, 44(2),
68-75.