Second Observation Science Lesson Plan

Lesson Plan Teacher Candidate’s Name: Amanda Pedi Date: March 21, 2019 Lesson Title: Sink or Float Context:   

Grade Level/Subject: 2-3 grade science Disability Categories represented-Autism Type of classroom (continuum of placements)- Self-Contained Autism

Central Focus: The purpose of this lesson is to build upon the student’s prior knowledge of the weights of certain items. Purpose: Students will understand physical properties of objects and how they can be used to describe and categorize objects. The students will learn what kinds of objects will sink and which ones will float by first examining the objects and describing them, then conducting an experiment and making a prediction to see if the objects will float or sink. At the end of the experiment the students will compare their original predictions to the results gathered from the data.

Essential Questions: What is a solid object? What is a liquid? What will sink and what will float? Why do you think this object will float? Why do you think this object will sink?

NJCCCS Standards: 2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.

Learning Goals: SWBAT make predictions using the smart board, then identify which objects will sink or float after placing them into a bin of water.

Academic Language: SWBAT make predictions using the SMART board, then identify which objects will sink or float after placing them into a bin of water.

Identified Language Demands

Planned Language Supports

Vocabulary (predictions, identify, float, sink)

Students will be prompted using the three finger prompt to make predictions verbally, and vocabulary words will be presented on the SMART board.

Language Function

Students will be able to make predictions about which objects will sink or float. Students will be able to identify which objects sink or float

Syntax (The language will be used to help the

Sentence starter cards to help students

students form sentences of their own)

make predictions.

Discourse (I predict that…, I think that…)

Sharing their thoughts and ideas with teachers, paraprofessionals and other students through prompting and cueing.

Procedure: Duration

Instructional Strategies and Learning Tasks

Assessment

11:00-11:10

Anticipatory set: Teacher will distribute the prediction

Formative:

checklists from the previous lesson and using their

Students will

predictions, they will form group predictions on the SMART

make

board.

predictions as a group.

11:10-11:20

Procedure: Teacher will fill up the tub with water and students will gather around the red table.

Guided Practice: Students will take turns placing objects in the water and teachers will prompt students to communicate what is happening. Using scripting, teacher will help students express ‘my turn’ and ‘your turn’ along with the three finger prompt to express three word sentences. Non-verbal students will use their PEC boards to communicate. (AFIRM 2019). Students will then take their prediction sheets from yesterday and correct the data on their new sheet. Teacher will use three finger prompting to prompt the students to verbalize what they observe. 11:20-11:30

Closure: Teacher will ask the students about what sank and

Formative:

what floated. Students will update their data sheets and

Students will

identify what sank and what floated.

update their data sheets and the teacher will collect them.

Accommodations: Identified Support for ……

Specific

(ELL, advanced student, struggling

Characteristic(s)

student, student with IEP or 504).

(Strength/Need)

Planned Accommodation(s)

ML - Repeated directions, visual

Strengths:

ML will have sentence starter

cue cards

Vocalization,

cards and will be rewarded for

independency,

saying a sentence and for

emerging reading.

waiting her turn.

Needs:

ML will have a modified T-

PECS assists her

chart with pictures that can be

during frustrating

glued.

moments to get her to calm and soothe.

Visuals are good

ML will be rewarded for

transitional guides for

waiting patiently and behaving

her and reduce any

appropriately.

stress that accompanies demands or requests Break down learning into manageable units, Individualized instruction Provide successoriented experiences. Clearly define limits and expectations. Use social reinforcers. Provide positive reinforcement. Obtain eye contact before giving directions. Praise attempts at independence. Develop more positive on-task behavior. JC- communication board

Strengths: Verbal,

JC will have a modified T-

memorization,

chart with pictures that can be

sequencing,

glued on.

comprehension and

JC will have prompt cues and

matching

supports to aid vocalization.

Needs:

JC will use his PEC board to

•Learning Styles

communicate ‘my turn’ ‘your

JC is a visual and

turn’ along with the iPad to

kinesthetic learner

communicate descriptive

who benefits from

words.

repeated practice of skills and the use of visual manipulatives. •

Motivation

At this time, JC requests to work for the sensory ball and stool as well as the independent work centers BM- iPad AAC device

Strengths: attention

BM will use prompt cards with

maintaining,

key vocabulary and there will

concentration.

be vocabulary words on the

Needs:

SMART board and the iPad.

Get eye contact

BM will have a modified

before giving

checklist with pictures that can

directions

be glued.

Allow additional processing time Provide verbal praise Simplify directions Break down tasks into manageable units BM will be presented with fast pace instruction

Direct BM to his AAC device to have him communicate his needs and wants Prepare BM to work by gaining his attention and preparing him to begin work by giving him the directions of "hands on lap, feet on the floor" MV- PECS binder

Strengths:

MV will have a T-chart with

*Activity based

pictures that can be glued.

instruction with

MV will have pictures for his

demonstration,

PEC board and an iPad that he

simulation, role

can use to communicate his

playing and games

responses.

*Individual/small group instruction based on MV's academic level *Discrete trial instruction to increase MV's skill acquisition *Concrete to abstract methods of learning using a multi-sensory approach *Pair verbal information

(auditory) with modeling (visual) and physical cues to maintain MV’s interest level and eye contact *Obtain eye contact before giving directions *Hand over hand assistance *Positive reinforcements to reward and reinforce compliant behaviors *Modify activities by breaking tasks into smaller steps *Repetition, review and the use of modeling for skill acquisition *Allow time to adjust to new people and situations *Emphasize socialization skills and encourage social interactions, cooperative groups,

and turn-taking with peers *Assist with self-help tasks, while promoting independence *Activities that focus on improving fine/perceptual motor skills and sensory awareness

Modifications for Students with Disabilities: Identified Support for …… ML

Specific

Planned Modification(s)

Strengths:

SWBAT touch different textured

Vocalization,

objects.

independency,

SWBAT-make a prediction and place

emerging reading.

the object into a bin of water.

Needs: PECS assists her during frustrating moments to get her to calm and soothe. Visuals are good transitional guides for her and reduce any stress that accompanies

demands or requests Break down learning into manageable units, Individualized instruction Provide successoriented experiences. Clearly define limits and expectations. Use social reinforcers. Provide positive reinforcement. Obtain eye contact before giving directions. Praise attempts at independence. Develop more positive on-task behavior. JC

Strengths: Verbal,

SWBAT touch the objects and wait for

memorization,

instructions.

sequencing,

SWBAT make a prediction and wait

comprehension and

patiently to earn a reward.

matching Needs:

•Learning Styles JC is a visual and kinesthetic learner who benefits from repeated practice of skills and the use of visual manipulatives. •

Motivation

At this time, JC requests to work for the sensory ball and stool as well as the independent work centers BM

Strengths: attention

SWBAT participate in the group

maintaining,

prediction.

concentration.

SWBAT distinguish between items that

Needs:

sank or didn’t float.

Get eye contact before giving directions Allow additional processing time Provide verbal praise Simplify directions Break down tasks into manageable units

BM will be presented with fast pace instruction Direct BM to his AAC device to have him communicate his needs and wants Prepare BM to work by gaining his attention and preparing him to begin work by giving him the directions of "hands on lap, feet on the floor" MV

Strengths:

SWBAT follow a model of a direction

*Activity based

and complete.

instruction with

SWBAT follow concrete directions on

demonstration,

the SMART board.

simulation, role

SWBAT pair verbal directions with

playing and games

concrete tools.

*Individual/small group instruction based on Max's academic level *Discrete trial instruction to increase MV's skill acquisition

*Concrete to abstract methods of learning using a multi-sensory approach *Pair verbal information (auditory) with modeling (visual) and physical cues to maintain MV's interest level and eye contact *Obtain eye contact before giving directions *Hand over hand assistance *Positive reinforcements to reward and reinforce compliant behaviors *Modify activities by breaking tasks into smaller steps *Repetition, review and the use of modeling for skill acquisition

*Allow time to adjust to new people and situations *Emphasize socialization skills and encourage social interactions, cooperative groups, and turn-taking with peers *Assist with selfhelp tasks, while promoting independence *Activities that focus on improving fine/perceptual motor skills and sensory awareness

Materials / Use of Instructional Technology: 

Teacher Materials-Bin of objects that will sink or float, smart board, comparison chart.



Student Materials (Include Adapted Materials for Differentiated Instruction)



Technology-SMART Board sink or float presentation.



iPad for prompting and communication



Reference List (of sources cited under the “Procedures” section).

Homework / Assignment for Next Class: None

References AFIRM Modules. National Professional Development Center. Retrieved February 14, 2019, from https://afirm.fpg.unc.edu/afirm-modules

Lesson Reflection I felt this lesson plan was overall successful with regards to the content. I noticed that the students were excited for the activity and they were engaged during the pre-activities and the main activity. I felt that overall planning for the lesson plan was a challenge because I needed to find an activity that the students could be engaged with and have sensory stimulation as well. I felt that the materials encompassed the lesson appropriately and gave the students an understanding of sinking and floating objects. I enjoyed how the students were curious with the objects and eager to put them in the water. In terms of what I could improve on, I wish I had selected more objects for the students to place in the water. However, I was concerned with having too many and causing a lot of distractions for the student. NJPST Standard Selection For my NJPST Standard Selection, I would like to focus on standard 3.i.3 under Learning Environments. I would like to be able to construct a functional environment for the students I am working with and be able to engage all students equally. I want to utilize the contents of this standard to optimize any environment and turn it into a comfortable, safe and productive work space for all of my students. With this standard as my guide, I would like to pay more attention to my learning environments in order to format the best possible classroom structure and environment for the students. Professional Development Goal For my professional development goal, I would like to focus on Performance, under standard i.6. The teacher accesses resources, supports, and specialized assistance and services to meet particular learning differences or needs and participates in the design and implementation of the IEP, where appropriate through curriculum planning and curricular and instructional modifications, adaptations and specialized strategies and techniques, including the use of assistive technology. (from 2004 NJ Standard 7.6 and 7.8). I feel that by having the child’s IEP as my primary focus, I will be able to use differentiated instruction in the classroom to have lesson plans that are more personalized to the child’s needs.