Saint Francis University
Education Department
Standards-Aligned Unit Planning Process-Domain I
1. Unit Overview
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
Unit Plan
Content Area: Science (plants)
Grade Level: 1st grade
In this unit, students will be able to identify what plants need to live. Students will learn how seeds
grow and what seeds are. Students will also be able to describe what roots do and why are roots
important. And students will learn what parts plants have and what do these parts do.
Standard - 3.1.1.A5
Identify and describe plant parts and their function.
Standard - 3.1.1.B1
Grow plants from seed and describe how they grow and change. Compare to adult plants.
2a.Concepts and competencies for all students
Describe what all students are expected to know (concepts) and be able to do (competencies) at
the completion of the unit of study.
Resources:
SAS Portal: PA Core Curriculum Framework
Big Idea(s): Understand what plants need to grow. Plant structure and function affects their
survival.
Essential Questions: What do plants need to live and grow? How do plants provide for their basic
 needs? (parts and processes) • What are the functions of each plant part?
PA Alternate Eligible Content
General Education Curriculum Unit Objectives:
1st grade science plant unit will take 2 weeks to complete. Students will be able to identify what
plants need to live. Students will also be able to decribe how seeds grow and what seeds are.
Students will also be able to describe what roots do and why are roots important. And students will
be able to identify and explain what parts plants have and what do these parts do.

2b. Key vocabulary for all students 2b. Prioritized key vocabulary and ideas for all exceptional learners
 Seeds Identify and describe/define prioritized vocabulary and ideas for students with instructional needs.
 Soil This vocabulary should include a subset of the key vocabulary that all students will learn in this
 Embryo unit as well as foundational and high frequency core vocabulary that students will need to
 Seed coat understand in order to comprehend prioritized concepts.
 Root
 Food
 Leaves
 tap root
 fibrous root
 stem
3. Instructional Process - Domain III
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 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. Barriers to Access
Instructional Materials, Resources Assessment
Practices and Tools
Describe each critical Identify effective and Identify flexible Identify flexible After UDL Principles After Barriers to
instructional evidence-based materials, tools and assessments that will are discussed, list Access are discussed,
component that will instructional practices resources that will support educators to additional list potential
be included in a that will describe how support educators to meet the varied needs instructional and accommodations and
sequence of to: meet the varied needs of all students. curricular barriers modifications that
instruction within this  Teach the of all students. Consider: that students may may support
unit to guide students concepts and  Soil encounter in the areas overcoming the
 How will the
in achieving the skills (present  Seeds of access to learning barriers in the areas
educator
prioritized learning the  Small Dixie and meaningful of access to learning
monitor
target(s). information to cups participation. and meaningful
student
the students)  Rely on participation
 Water engagement,
Instructional  Provide  What do plants participation presentations  Providing
components include student need to grow and learning? and hands on
those that address practice with paper supplemental experience
 How will
prioritized learning corrective  Promethean information with seeds,
students
targets as well as feedback (how board and roots, and lima
communicate
those that students correct  Computer presentations beans.
their
will participate in but responses will  Real plant responses?  Requirement
may not be assessed be of sustained
 Bunch of  I will assess by
on. Including both acknowledged attention
different seeds asking
allows planning for and how  Requirement
 Sunflower questions.
meaningful errors will be of written and
seeds Asking
participation in all corrected) spoken
 White paper question at the
instructional  Design responses
plate beginning and
components of the formative  Blue and green same question
unit. assessment construction at the end.
 Reteach paper  Giving thumbs
concepts and  Pencil up and down.
skills when  Real roots
 Labeling the
necessary  Sunflower parts of the
 Provide craft to label sunflower.
distributive the parts
 Labeling the
review of
lima bean
previously
paper.
learned skills
 Having
 I will use
students grow
Modeling &
their own plant
Demonstration.
and seeing
 Google slides what the plant
to present the needs to grow.
slides all about
plants. Asking
 question at the
beginning and
same question
at the end.
 YouTube
video.
 Real roots,
seeds, and
plants.
 Labeling the
sunflower
parts.

4. Individualized Student Planning

Student Standards-Aligned IEP Goals
Aligned to prioritized learning
targets
A List IEP Goals from each student=s
IEP that are aligned to the
prioritized learning targets. At this
time, there may not be IEP Goals
that are aligned to the prioritized
learning targets addressed in a
unit.
 N/A
Student-Specific IEP Goals
List IEP Goals from each student=s
IEP that address unique student
needs and that will be taught
and/or assessed during this unit.
This may include academic IEP
Goals that are linked to other
content areas (e.g. literacy or
numeracy during a science unit)
and/or IEP goals that may
address, but are not limited to:
communication, assistive
technology, behavior, motor,
and/or social skills.
 N/A
Individualized Student Supports
Describe the individualized
supports that each student with
complex instructional needs will be
provided to allow for meaningful
participation and access to
learning.
Consider:
Identifying features of instructional
materials, tools and resources for
each student;
Describing how each student will
use the materials, tools and
resources (including adult roles
such as prompts, position, and
response);
Detailing a plan for preparation
and use of materials, resources
and tools
Assigning responsibilities for
preparing materials in a timely
manner
 Describe additional supports and
services that need to be provided
during this unit to address unique
student needs.

 N/A

B N/A N/A N/A

C N/A N/A N/A