Science Unit Plan: Differentiation And Accommodation

The third step in planning a unit plan is to prepare how you will differentiate and accommodate instruction for your students to meet their specific learning needs.

Differentiation and accommodations are some of the most important components when preparing a unit plan, because it guides the teacher in meeting the diverse needs of all students during instruction. The planning process will help the teacher determine when to differentiate and make accommodations. It is critical for teachers to observe or review academic data in order to appropriately differentiate for their students.

Part 1: Differentiation – Unit Plan

For this assignment, you will complete the Differentiation and Accommodation portion for the “Science Unit Plan” to prepare for students that are below, average, and advanced in academic ability.

Use the “Class Profile” as you are determining differentiation strategies and appropriate accommodations:

  • Differentiation strategies and learning opportunities that effectively address student’ learning needs identified in the “Class Profile.”
  • Resources and instructional adaptations to support specific differentiation needs, including testing accommodations required to meet students’ needs.

The details of the “Science Unit Plan” will continue to be fully developed and revised throughout the duration of the course, culminating in a complete unit plan due in Topic 5.

Part 2: Reflection

In 250-500 words, summarize and reflect on the process of planning for differentiation strategies in order to meet the diverse needs of students in the science content area. What issues might arise that would need additional emphasis in the event differentiation was not effective? What resources or support staff could you utilize to meet specific differentiation needs?

Support your reflection with at least two scholarly resources.

Science Unit Plan

Grade: Grade 2

Unit Theme: <Plants and Animals in habitats Topic 1>

Week 1 Monday


Tuesday Wednesday Thursday Friday
Lesson Title, Brief Summary, and Rationale

(fill in during Topic 1)

Life Science: Plants and Animals in habitats

Overlapping concepts include environment, region, adaptation, interdependence

Students will explore various habitats i.e., deserts, forests, mountains, etc



Life Science: Plants and Animals in habitats

The teacher will introduce the concept of non-living and living things in the environment

Life Science: Plants and Animals in habitats

The teacher will challenge students to create connections about animals and their environment and how human beings interact with other organisms in the environment

Physical Science/Life Science

Overlapping concepts include life, physical

Students will explore different forces

Physical Science

Students will explore how different forces impact objects

State-Specific Standards

(fill in during Topic 1)

Observe the patterns plants and animals use to survive Use media and read the text to identify patterns of behavior of offspring and parents. Plants need water and light to survive while animals obtain their food from other animals and plants Pulls and pushes may have different directions and strengths and can alter the direction or speed of an object A bigger pull or push makes objects slow down or speed up more quickly
Learning Objectives

(fill in during Topic 1)

Students will understand that organisms survival depends on their habitat, environment, habits, choices Students will understand that the function and structure of body systems rely on organism behavior, water, and food consumption Students will understand that the consumption of various foods impact an organisms overall health and energy Students will comprehend that push and pull are forces that make objects move Students will understand that forces are applied to alter the location and direction an object is moving in

(fill in during Topic 1)

Habitat, organism, behavior Living components, non-living components, basic need Survive, population, resources, energy Force, gravity, wind Motion, magnet
Instructional Strategy

(fill in during Topic 2)

The teacher will use models i.e., drawings and illustrations to organize concepts The teacher will provide selections and illustrations to students The teacher will instruct students to work in pairs and develop their artistic representations in pairs The teacher may incorporate different modifications i.e., oral presentation, extended time, and user of dictionaries The teacher may use one-on-one presentations with groups of students
Summary of Instruction and Activities for the Lesson

(fill in during Topic 2)

The teacher will use the model to show students the environmental surroundings of organisms and their habitats The teacher will use the selections and illustrations to show students the non-living and living features of different organisms The teacher will use the model to show students the food choices that enable humans and other organisms to survive The teacher will introduce terminologies and vocabulary

Assess students on prior knowledge about forces.

The teacher will read and discuss forces with students in small groups

Students will write summaries of what they have learned

Differentiation and Accommodations

(fill in during Topic 3)

Students may write a single sentence about an organism’s habitat.

Students can create a menu to illustrate multiple environments

Students will work in groups and in partners to discuss living and non-living organisms

Students will develop a presentation to reflect on their discussion

Students will communicate verbally the food and beverage choices of different organisms

Students will create an artistic representation of the discussion

The teacher will utilize progressive tasks to help all students understand force, gravity, and motion

The teacher will use ongoing assessments during the lesson on different students

The teacher will use flexible-pace learning and collaborative learning to help the students discuss.

The teacher will provide verbal support during student discussions

Materials, Resources, and Technology

(fill in during Topic 4)

Formative Assessment

(fill in during Topic 5)

Summative Assessment

(fill in during Topic 5)



Reflection Topic 1:

The process of developing the science unit plan was guided by the purpose and objectives of this course. The purpose of this science unit plan is to develop concepts, skills, and terminology that will be used to teach grade 2, science students. This unit plan helps the teacher in linking one lesson plan to the next. Developing a unit plan helps to support the key concepts of the course under a carefully mapped structure of the unit. This science unit plan for grade 2 students will contribute to optimized learning which will expose the students to key learning goals and concepts. The key components of the science unit plan are the state-specific standards i.e., Wisconsin science standards. The state-specific science standards outlay the desired content of the science curriculum for grade 2 students. Wisconsin science standards-Life Science allows students to understand phenomena and provide solutions to problems. State-specific standards are a key component in the science unit plan. These standards emphasize student curriculum through their Kindergarten through to grade 12. The state-specific science standards are further outlined into performance indicators and learning priorities. This increases the efficiency of the science unit plan by providing a learning progression for grade 2 science students. The process of developing unit plans is fundamental in future professional practice. It allows the teacher to set out the learning goals for the course into a coherent array of lessons. During future professional practice, unit plans will provide a sense of organization and direction that will help the teacher and students achieve the objectives of the course and achieve significant academic progress.







Reflection Topic 2:

The development of instructional strategies to be used in this lesson will allow the teacher to ask and answer questions like what, who, when, why, where, and how. This will improve content delivery and help the students to understand the details in the text. Students will understand that force involves a push or a pull that makes objects move and how forces alter the direction of objects. These instructional strategies will allow for student motivation and keep the students engaged during the lesson. Additionally, the instructional strategies applied will allow the teacher to link the life science and physical science content to prior student knowledge (Ford, 2018). These instructional strategies aim to help the students to become strategic learners, critical thinkers, and independent. This unit plan is effective in helping students to meet lesson goals and accomplish activities and tasks during the lesson. In this unit plan, the use of group discussions and partner collaboration during the lesson will improve student comprehension and engagement in the classroom. The instructional strategies that best complement the teacher’s standards are oral presentation, use of models, drawings, and illustrations to help organize lesson content. The instructional strategies included in this unit plan will encourage creativity, student engagement through asking and answering questions, and encourage decision-making (Rehmat, et al., 2020). Students will brainstorm in groups which will improve critical thinking, inspire creativity, and help them connect ideas. In future professional practice, I will utilize these instructional strategies to help check for understanding, engage students, help the students understand and solve real-world problems. These instructional strategies will also help me provide explicit and clear instruction to students. This will improve student thinking skills and also their overall performance in assessments.





Reflection Topic 3:





Reflection Topic 4:





Reflection Topic 5:









Ford, C. (2018). Effective practice instructional strategies: Design of an instrument to assess teachers’ perception of implementation. Studies in Educational Evaluation, 56, 154-163.

Rehmat, A. P., Ehsan, H., & Cardella, M. E. (2020). Instructional strategies to promote computational thinking for young learners. Journal of Digital Learning in Teacher Education, 36(1), 46-62.

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