Five-Day Cross-Curricular Unit Plan for Literacy & Science

SPD-581 Cross-Curricular Unit Plan
Directions: Select the level you are most interested in teaching and develop a five-day cross-curricular unit plan (math, science, or social studies) for the students in the class based upon grade level literacy standards. The unit plan should include the following:
* Reading, writing, and speaking and listening standards appropriate for the selected grade.
* Cross-curricular standards (math, science, or social studies) appropriate for the selected grade.
* Critical thinking and problem-solving skills.
Section 1: Instructional Planning
Grade Level: 5th grade

Content Area: Literacy & Science

Unit Title: "Exploring Ecosystems through Literacy"

Lesson Titles: Provide a title of each lesson in the unit.

Lesson Summaries: Write 1-2 sentences that summarize each lesson and identify the central focus based on the content and skills you are teaching.

Lesson 1: Introduction to Ecosystems

An introduction to the concept of ecosystems, their elements, and different types. This lesson sets the groundwork for understanding how organisms interact within their ecosystems.

Lesson 2: Reading about Rainforests

Students will read and analyze a text about rainforests. The lesson focuses on comprehension and vocabulary development.

Lesson 3: Writing about Wetlands

Students will use research skills to learn about wetlands and then compose an informative piece of writing about the importance of wetlands.

Lesson 4: Debate: Human Impact on Ecosystems

Focusing on speaking and listening skills, students will research, prepare, and hold a class debate about human impact on various ecosystems.

Lesson 5: Final Ecosystem Project

Students will work on a project that synthesizes their reading, writing, and speaking/listening skills along with their science knowledge. They will create a presentation on an ecosystem of their choice.

Classroom Factors: In 1-2 sentences, describe the important classroom factors (demographics and environment) and the effect of those factors have on planning, teaching, and assessing students to facilitate learning for all students.
The classroom consists of a diverse group of students from varying socio-economic statuses, ethnicities, and English language proficiencies. This diversity necessitates differentiated instruction and prompts the use of a wide range of teaching strategies to ensure equitable learning opportunities for all students.

Student Factors/Grouping: In 1-2 sentences, describe the student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. Consider these factors to plan the differentiation components of the lesson.
The classroom comprises students with learning disabilities, English language learners, and students identified under Response to Intervention (RTI) for reading or math. As a result, accommodations and modifications will be incorporated in the instruction and assessment process to cater to their individual needs. For instance, lessons will include visual aids, and instructions will be ...