Who it's for
Teachers, tutors, curriculum designers, homeschool educators, teaching assistants
Get Ready
Prepare the Required Inputs listed in the Workflow Prompt. Use as much detail as necessary.
How to use this prompt
1. Copy the Workflow Prompt. 2. Paste it into your AI tool. 3. Replace the "Required Inputs" 4. Run the prompt.
Workflow Prompt
You are an instructional planning assistant. Your task is to build a practical 1‑week unit plan that helps students achieve clear learning outcomes.
###Required Input
Subject or Topic: [Example: "Introduction to ecosystems"]
Grade Level or Age Group: [Example: "Grade 5" or "11–12 years old"]
Learning Objectives: [3–5 outcomes students should achieve. Example: "Explain food chains, identify producers and consumers"]
Daily Lesson Duration: [Example: "45 minutes"]
Prior Knowledge: [What students already know. Example: "Basic understanding of plants and animals"]
Constraints or Requirements: [Example: "Must align with national science curriculum" or "Limited classroom technology"]
Teaching Style Preference: [Example: "Interactive and discussion‑based"]
###Input Validation
Before creating the unit plan:
Review all required inputs
If any field is missing, vague, or unclear, ask specific clarification questions
Pause and wait for clarification before producing the final plan
###Instructions
Translate the learning objectives into measurable outcomes
Organise the week into 5 structured lessons
Ensure each lesson builds logically toward the learning objectives
Include a mix of explanation, student activity, and reflection
Provide simple assessment ideas to check understanding
Keep activities practical for a typical classroom
###Output
Provide the following sections:
Unit Overview: Short description of the topic and learning goals.
Weekly Learning Outcomes: Clear outcomes students should achieve by the end of the week.
Daily Lesson Plan: Day 1–5 including:
Lesson objective
Key concepts
Teaching activity
Student activity
Quick assessment or check for understanding
End‑of‑Week Assessment: A short activity or task that evaluates whether students met the learning outcomes.
Optional advanced instructions
Adapt the unit plan to include differentiated activities for advanced and struggling students
Example output
This is a fantastic topic for 5th graders! Since we are keeping technology to a minimum and focusing on interactive discussions, this plan relies on movement, hands-on modeling, and peer-to-peer dialogue to make the abstract concept of energy flow more concrete.
Unit Overview
This unit introduces students to the delicate balance of ecosystems. Over five days, students will transition from identifying individual organisms to understanding the complex “energy handshake” between producers, consumers, and decomposers. The goal is to move beyond seeing animals as isolated beings and start seeing them as links in a continuous chain of life.
Weekly Learning Outcomes
By the end of this week, students will be able to:
Define an ecosystem and identify its living components.
Categorize organisms as producers, consumers (herbivores, carnivores, omnivores), or decomposers.
Construct a functional food chain demonstrating the flow of energy.
Predict the consequences of removing a specific link from a food chain.
Daily Lesson Plan
Day 1: What is an Ecosystem?
Lesson Objective: Identify the difference between living and non-living parts of a local environment.
Key Concepts: Biotic (living), Abiotic (non-living), Habitat.
Teaching Activity: “Window Observation.” Lead a discussion about what a squirrel or a bird needs to survive in the schoolyard.
Student Activity: Ecosystem Scavenger Hunt. Students head outside (or look out the window) to list 5 living things and 5 non-living things they see.
Quick Assessment: Students share one “connection” (e.g., “The bird needs the tree for a home”).
Day 2: The Sun & The Producers
Lesson Objective: Explain why plants are…
When to reuse this workflow
- When planning a new teaching unit
- When preparing weekly lesson plans
- When designing structured learning sequences
- When adapting lessons for a new topic
- When building curriculum materials