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
Families and Homes
Content Area: Social Studies/Science
Grade Level: Pre-K
Families and homes will consist of 5 lessons which will take place over the course of five
school days. This unit will focus on the physical attributes of a home, for people and animals.
Students will have the opportunity to explore different types of homes. Students will be able
to construct and create homes made from classroom materials, focusing on key attributes of a
home. Students will also be able to identify what types of homes animals live in and how they
differ from human homes. Students will be informally assessed and documentation will in the
form of a checklist.
7.2 PK.A Describe the characteristics of homes and frequently visited locations to gain an
understanding of physical features
16.2 PK.B Identify similarities and differences between self and others
3.2. PK. B.1 Explore and describe motion of toys and objects
3.1 PK.B.1 Recognize and compare physical characteristics of living things from same
species
AL.2 PK.E Retain and recall information presented over a short period of time
AL.3 PK.C Use materials and objects to represent new concepts
AL.4 PK.A Relate knowledge learned from one experience to a similar experience in a new
setting
2a.Concepts and competencies for all students
Using hands on materials and activities, students will be able to identify key attributes of a
SAS Portal home/house. Students will be able to compare types of materials used for building houses and
identify which materials are better suited for building. In addition, students will be able to
identify roles and responsibilities within a home.
2b. Key vocabulary for all students 2b. Prioritized key vocabulary and ideas for all exceptional learners
Residence Stack – a pile of objects neatly arranged
Habitat Base – the lowest part of a building that supports the whole piece
Neighborhood Sphere – a round solid object (i.e. ball)
Mobile Cube – a solid shape made of 6 squares
Temporary Narrow – small width of area
Unusual Wide – large width of area
Hollow
Horizontal
Vertical

3. Instructional Process - Domain III

Universal Design for Learning Principles:
Multiple Means of Representation, Expression and Engagement
Differentiation
Instructional Accommodations
Components and
Instructional Materials, Resources Assessment Modifications
Practices and Tools Barriers to Access
Use read-alouds to  Question and  Frog Street  Informal Content too Constant
introduce attributes of discussion CDs observation hard/simple monitoring
a home  Teaching  Homes for through Off-task behaviors Proximity to
examples/non- Everyone students’ students
Provide hands-on examples  My Noisy experiments Scaffold learning
House and
opportunities for  Hands-on Challenge to
students to build learning  Animal conversations
build more
homes in the opportunities Habitats  Checklist of complex homes
classroom  Three Little key concepts
 Read Alouds Pigs
Provide vocabulary  Informal
instruction in order to  Blocks documentation
use vocabulary during  Boxes during hands-
 hands-on activities  Cubes on activities
 AngLegs and
Provide hands-on  Photo Activity experiences
opportunities for Cards
students to practice  Blankets
roles and  Pattern blocks
responsibilities in a  Paper
home  Pencils
 Crayons
Provide collaborative  Clay
discussions to  Pipe Cleaners
elaborate on student  Popsicle Sticks
learning

4. Individualized Student Planning

Student Standards-Aligned IEP Goals Student-Specific IEP Goals Individualized Student Supports
Aligned to prioritized learning
targets
A (LN) NOT APPLICAPLE NOT APPLICAPLE - Provide yellow brick road
when writing words
- Provide scissors that
automatically open back up
(learning scissors)
- Provide proximity to
control off-task behaviors
B (AP) NOT APPLICAPLE NOT APPLICAPLE - Provide pictures to support
vocabulary
- State instructions slowly,
using visuals if necessary
- Restate instructions if
necessary
C NOT APPLICAPLE NOT APPLICAPLE NOT APPLICAPLE