Module 3 Application
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American College of Education *
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Course
5103
Subject
Mathematics
Date
Feb 20, 2024
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8
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1
Developing a Curriculum Unit Plan
American College of Education
CI5103: Curriculum and Instructional Design for Diversity
December 3, 2023
2
Developing a Curriculum Unit Plan
Exploring Animal Habitats
In a constantly changing school setting where linguistic diversity is increasing,
the goal of this paper is to create an integrated curriculum lesson that is tailored to the
specific needs of multilingual (MLL) students. This curriculum plan, which focuses on
the integration of math and science, utilizes the use of the Next Generation Science
Standards (NGSS) and the Common Core State Standards for math. In keeping with
the diverse backgrounds of the students, the lesson strives to offer real and meaningful
experiences promoting authenticity in learning. This paper will examine the curriculum's
careful design, including integrated subjects, teaching strategies backed by research,
and an appropriate assessment. The title of this lesson plan is Exploring Animal
Habitats and is written for second-grade students.
Diverse-Learning Target Group
The group of students chosen as the target group are the MLL students. At AES
the MLL population of students is underperforming as determined by the Colorado
Measures of Academic Success (CMAS) state assessment (Spring 2023, n.d.).
Although there has been a decline in the average scores between Latino and white
students since the 1970s, Latino students continue to perform well below their white
counterparts (American Federation of Teachers, 2015). To support the MLL students in
this lesson I plan to use techniques like peer-to-peer interactions, real-world
applications, and visual aids as these are high-leverage support for students in the
target group (Nguyen & Cortes, 2013).
Description of Integrated Subjects
3
An integrated lesson plan combines different subjects to provide a more
complete learning experience. It helps students see how these subjects connect and
apply to the real world. This approach encourages students to think critically and
understand the material more deeply. The integrated lesson in this application will
combine both math and science. With integrated math and science classes, students
can develop 21st-century skills like creativity and problem-solving, which help them to
understand and apply what they've learned to new situations (Kaur et al., 2022).
State and National Standards
The Common Core State Standards for math addressed in this unit are:
●
2.MD.A.1 - Measure the length of an object by selecting and using appropriate
tools such as rulers, yardsticks, meter sticks, and measuring tapes.
●
2.MD.A.2 - Measure the length of an object twice, using length units of different
lengths for the two measurements; describe how the two measurements relate to
the size of the unit chosen.
The Next Generation Science Standard addressed is:
●
2-LS4-1 Make observations of plants and animals to compare the diversity of life
in different habitats.
Lesson’s Learning Objectives
●
Students will measure and compare the lengths of different animal footprints
using non-standard units.
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●
Students will demonstrate an understanding of the concepts of longer, shorter,
and equal lengths.
●
Students will recognize and describe various animal habitats.
●
Students will identify key characteristics of habitats that support animal survival.
Curriculum Plan Table
Activity/Strategy
Description
Bloom’s Taxonomy
Level:
Instructional Resource(s) and hyperlink:
e.g. Marzano’s High Yield Instructional
Strategies:
www.inflexion.org/marzanos-nine-high-yiel
d-instructional-strategies/
Activity/Strategy #1:
Cooperative learning
In groups, students will use
non-standard items (popsicle
sticks, cubes, erasers,
paperclips) to measure the
length of animal footprints.
They will measure at least five
footprints, two footprints must
be measured with two different
non-standard items.
Apply
Marzano’s High Yield Instructional
Strategies
Activity/Strategy #2:
Identifying similarities and
differences
Students will compare the
length of different footprints
using longer, shorter, and
equal. They will then discuss
why when a footprint was
Remember
Understand
Apply
Analyze
Marzano’s High Yield Instructional
Strategies
5
measured with two different
objects, were there different
measurements?
Activity/Strategy #3:
Non-linguistic
representations
Students will be shown images
of different animal habitats. The
class will be divided into small
groups and asked to discuss
the characteristics of the habitat
and how they think the habitat
helps the animal survive.
Knowledge
Comprehension
Application
Analyze
Marzano’s High Yield Instructional
Strategies
Assessment for Learning
There are several ways to gauge how well students grasp the integrated lesson.
Student engagement in class discussions allows for observation of their understanding
of habitat concepts. Measuring animal footprints helps to see how well students
understand math concepts about length and comparison in a measurable way.
Contributions to the group habitat activity also reveal information about their capacity for
cooperation and application of their understanding of animal habitats. Consistent with
the principles of formative assessment, these ongoing assessments serve as a means
of assessing student learning as well as providing teachers with the essential data they
require to modify their lessons in real-time and improve the learning process as a whole.
(Myers, 2023). An exit ticket will also be given at the conclusion of the lesson. The
questions will be:
6
1.
Thon measured the bear’s foot using cubes. Samiya measured it using
popsicle sticks. Who got the smaller number for an answer? Why?
2.
Identify one characteristic of a habitat that animals need for survival, and
explain its importance.
Diverse-Learner Applicability
In the authentic lesson on exploring animal habitats, diverse learners, including
English Language Learners (ELL students), are accommodated through various
inclusive strategies. Hands-on learning activities, such as measuring animal footprints,
provide a hands-on experience that can enhance understanding for ELL students.
Peer-to-peer interactions are encouraged during group discussions and collaborative
projects, fostering a supportive environment where students can share ideas and learn
from one another (Fishkin, 2010). Additionally, non-linguistic representation is integrated
by incorporating visual aids, images, and real-life objects to convey concepts, ensuring
that language barriers do not hinder understanding. These strategies collectively cater
to the diverse learning needs of ELL students, promoting active participation,
collaboration, and a deeper understanding of the material.
Conclusion
It has been a comprehensive and purposeful process to create a science and
math curriculum lesson keeping the MLL student target group at the forefront. Through
curriculum alignment with both the CCSS for mathematics and NGSS for science, a
rigorous learning experience has been created. Clear learning targets have provided a
framework for instructional design, supporting a deep understanding of concepts within
the diverse ELL student population. The curriculum plan table ensures a logical and
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scaffolded learning progression by serving as a tool for lesson organization and
sequencing. Both formative and summative assessment techniques provide ongoing
evaluation of students’ development and the effectiveness of the curriculum lesson.
The consideration of diverse learner applicability, incorporating hands-on learning, peer
interactions, and nonlinguistic representation, addresses the unique needs of ELL
students, promoting inclusivity and equitable educational opportunities.
8
References
American Federation of Teachers. (2015, December 1).
Closing the achievement gap:
Focus on Latino students.
Colorín Colorado.
https://www.colorincolorado.org/article/closingachievement-gap-focus-latino-stud
ents-0
Fishkin, O. (2010). Effective primary literacy strategies for English language learners.
Illinois Reading Council Journal, 38(4), 14-19.
Kaur, T., McLoughlin, E., & Grimes, P. (2022). Mathematics and science across the
transition from primary to secondary school: A systematic literature review.
International Journal of STEM Education
,
9
(1).
https://doi.org/10.1186/s40594-022-00328-0
Myers, S. (2023). Formative and Summative Assessments.
Salem Press Encyclopedia
.
Nguyen, H. T., & Cortes, M. (2013). Focus on middle school: Teaching mathematics to
ELLs: Practical research-based methods and strategies.
Childhood Education
,
89
(6), 392–395. https://doi.org/10.1080/00094056.2013.854130
Spring 2023 CMAS data and results
. CDE. (n.d.).
https://www.cde.state.co.us/assessment/cmas-dataandresults-2023