In my interdisciplinary reading, writing, and science unit plan Reading, Writing, and Learning about Sound, I display my core belief in student-directed learning. Planned and executed during the prolonged school closures of the COVID-19 pandemic, a time that more than ever calls for flexibility and student input, this unit offers students opportunities to determine the pacing of the unit and the means by which to complete certain activities. In just one example, I allow students to choose between watching a science demonstration video and completing the demonstration at home with an adult. In this way, I not only adhere to the philosophy of student-directed learning to promote engagement and independence, but also recognize potential differences in students' experiences that may affect their learning process. If a students' parent is unable to complete the experiment with them, in this case, they have the option of simply watching the provided video. 

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Through the web-based nature of this unit, I demonstrate my competencies in academic technology. I integrate multiple educational programs, such as Nearpod, Class Dojo, and a Google Sites WebQuest. By editing and embedding  both sound and video into each of these components, I show a capability to navigate audio and video software as well. Each program and component came together to make the unit as accessible as possible to all of my students. Through these choices, I show my ability to "select software for instruction to meet specific purposes" (EDoT 7. Action. A.).

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