Part 1

We live in a dynamic digital environment. Technology is included in most if not everything that
we have to do. In today’s classroom, our students are provided with various opportunities to
utilize technology in the learning process. They are also provided with a variety of resources to
enhance learning. This will help to meet their diverse needs, as well as help them to function
effectively as they get older and move on to the different stages in their lives. As educators, we
also need to ensure that while we are utilizing various resources in the teaching and learning
process, we need to create curriculums that are specific and also creating curriculums that will
grab and hold students’ interests as well as help them to make meaningful connections. "Too
many teachers focus on the teaching and not the learning," (Wiggins and McTighe, 2005, p. 15).
With that said, a unit about living and non-living things have been created. The learning plan as
well as the WHERETO rubric has also been included.

W- This unit is created for students between K-2. Students will use numbers, including written
numerals, to represent quantities and to solve quantitative problems, such as counting objects in a
set; counting out a given number of objects; comparing sets or numerals; and modeling simple
joining and separating situations with sets of objects, or eventually with equations such. Students
will choose, combine, and apply effective strategies for answering quantitative questions,
including quickly recognizing the cardinalities of small sets of objects, counting and producing
sets of given sizes, counting the number of objects in combined sets, or counting the number of
objects that remain in a set after some are taken away.

H- Students will watch videos, sing number songs, observe pictures as well as use think, pair,
share, games and utilize the I-READY program to enhance learning as it relates to counting.

E- Students will complete different counting activities in their learning stations. They will be
timed.

R-Students will go on number scavenger hunt. They will also be timed and will be required to
sort numbers. They will play “I have, who has” number game. They will draw pictures as well as
use connecting blocks, ten frames to represent numbers.

E- Each group will share their activity with the class. They will share how they solved their
problem or completed their task. The other students will decide if their answers are correct or
not.

T-Students will play number games like BINGO, snakes and ladders, do journal entries, fill out
ten-frames, as well as play computer games, and complete lessons and quizzes on the I-READY
program.
O- Math vocabulary flash cards and number cards will be kept consistent in the lessons. There
will also be ten-frames, counters, number lines as well as different pictures, story problems,
number sentence cards in the "Math" center.

Part 2 -Self Assessment

KNOWLEDGEABLE:
4 Is very knowledgeable/ is an expert in the subject area, is current as it relates to the topic and
knows how to deliver the content in an effective way.

3 Fairly knows the subject matter well and has a good idea of the content.

2 Is somewhat familiar with the subject and has limited or very few ideas as it relates to the
content.

1 Has very little familiarity with the subject matter and very little ideas on how to teach it.

STANDARDS:
4 Has a very detailed plan that is in line with the standards and ensures success on standardized
assessments.

3 Plans are not detailed, students will not be able to meet high standards. They will not be able
to do well on standardized assessments.

4 Has done some planning and thinking about how to grasp high standards and test
requirements.

1 Does not put enough time in planning, and has limited idea as it relates to state standards and
tests.

ESSENTIAL QUESTIONS:
4 All essential questions are aligned with the standards.

3 Some essential questions are aligned to the standards.

2 Content standards are listed but the essential questions are not clearly aligned with the
standards.

1 Very few standards are listed and are aligned with one essential question.

DIFFERENTIATION:
4 The lessons address the different learning styles, interests and needs of the learners.
3 Only some learning styles are catered to in the lessons.

2 The lessons have very little to do with accommodating special needs students.

1 The lessons do not cater to differentiation.

ENGAGEMENT:
4 The lessons allow for active participation of students as well as allow for meaningful
connections to be made by students.

3 The lessons that are age –appropriate, relevant and will likely engage most students.

2 The lessons that will interest some students and spark a discussion .

1 The lessons lack interest, does not allow for student involvement.

LESSONS:

4 The lessons are designed with very clear, measurable, achievable goals that are aligned with
standards and unit outcomes.

3 The lessons are only focused on measurable, achievable outcomes that are only aligned with
unit goals.

2 The lessons are designed with limited consideration of long-term goals.

1 The lessons are focused only on entertaining students or just slightly covering topics or
chapters.

MATERIALS:
4 The lessons include a variety of multi-cultural resources, including technology.

3 The lessons include appropriate, multicultural mix of materials and technology.

2 The lessons include both good and mediocre learning resources.

1 The lessons only allow for the use of mediocre and low quality materials.

This rubric will inform both teachers and Principals about where students are as it relates to
specific concepts. They are able to identify areas of grows and glows, and have a plan of action
to remediate where necessary. The rubric also provides feedback for teachers. Grows and glows
will be identified and support given where needed.

Reference:
Wiggins, G.P., & McTighe, J. (2005). Understanding by Desig. Alexandria, VA: Assoc. for
Supervision and Curriculum Development.