Gill_LessonPlanAdaptations

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Brandman University *

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Electrical Engineering

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Apr 3, 2024

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DIRECTIONS: Review the lesson below and consider what modifica- tions and adaptations are needed for each student described below to meet the objective. Include appropriate adaptations and/or modifications in each section. You must include assistive technology for each student. Student 1: Male, average range of intelligence, hearing impaired Student 2: Female, learning disability (reading) Lesson Title: Earth’s Changing Climate Subject: Science Grade Level: 6 Common Core or Grade Level Content Standard(s) to be addressed: MS-ESS3-5 Ask questions to clarify evidence of the factors that have caused the rise in global tem- peratures over the past century, SP1 Asking questions, SP2 Developing and using models, SP3 Planning and carrying out investigations, SP4 Analyzing and interpreting data, SP6 Constructing explanations, SP7 Engaging in argument from evidence, SP8 Obtaining, evaluating, and communicating information Learning objective(s): Learners will demonstrate their understanding of the causes and effects of global warming. Materials: projector, computers with internet access, paper Lesson Compo- nents Describe what will be hap- pening during this part of the lesson. Adaptations/ Modifica- tions for Stu- dent 1 Adaptations/ Modifica- tions for Stu- dent 2 Anticipa tory Set/Intr oductio n How will you “hook” the stu- dents in Teacher will show a short Bill Nye Video on climate change https://www.youtube.com/ watch?v=EtW2rrLHs08 Closed Captions, Seat closer to the screen, pro- vided with a summary of what the video was about. Watch video on personal device with closed cap- tions. Seat closer to the screen, vis- ual summary of what the video was about. Watch video on smaller device with text to speech.

the les- son, help them see the pur- pose of it, and con- nect with prior knowl- edge? (5 minutes) Instructi on How will you help build stu- dent un- derstand- ing of the concept or skill? What teaching strategies will you use? Ask students what they know about the causes of global warming. Review/ Build Vocab – add terms to chart (carbon dioxide, ozone layer, emissions, solar radia- tion, greenhouse gases) (15 minutes) Written ques- tions, not just verbal. A print out of what the questions are. Limit back- ground noice. Use of visuals with vocabulary words. visual representations of carbon diox- ide, ozone layer, emissions, solar, radiation, green- house, gases. Opportunity to work with a part- ner, extra time to complete as- signment Graphic organiz- ers

Guided Practice How will students practice what you have taught them, and how will you monitor it? Students will break into groups of 4 and together go to https://climateclass - roomkids.org/educators/cli - mate-101/ Read and answer the follow- ing 3 questions: What causes global warm- ing? What impact does global warming have on people and the environment? What can I do to reduce the amount of global warming? Teacher will walk around to each group and assist as needed. (25 minutes) Written copy of what the board says, and oppor- tunity to move to closer seat. Asking compre- hension ques- tions, opportu- nity to share their thoughts. Personal listen- ing device Teacher read aloud offering student to sit closer, and ask- ing comprehen- sion questions throughout. Small group ac- tivities rather than whole group to assess understand- ing.Audio book Closure How will you check for student under- standing before letting them work on their own? Teacher will bring the stu- dents back together to dis- cuss the answers to the questions they were posed. (5 minutes) Written discus- sion prompts on the board along with writing an- swers students say. Seat closer to the front. Sound field sys- tems. Seat closer to the front. Time after group dis- cussion to re- view and test for individual under- standing. Use of dictionaries and thesauri, anno- tation tools.

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Inde- pendent Practice What will students do to continue practicing and ap- plying what they have learned? How will that be mea- sured? Students will use the infor- mation they have re- searched to create a 2- minute news broadcast on global warming. Each team member should participate in sharing part of the news broadcast. (20 minutes) Placing students in small group for support from peers. Assistive technology for closed captions when listening to other student broadcasts. Au- dio recording to listen several times. Placing students in small group for support from peers. Optical Character recog- nition. Assignment Rubric Point Value Student 1 Adaptations Student 2 Adaptations 7.5-6 Appropriate modifications and adaptations are in- cluded for each section of the lesson. Adaptations increase stu- dent’s access to the content and support student in meeting the learning objec- tive. Assistive technology is in- cluded. Appropriate modifications and adaptations are in- cluded for each section of the lesson. Adaptations increase stu- dent’s access to the content and support student in meeting the learning objec- tive. Assistive technology is in- cluded. 5-4 Some modifications and adaptations are included, Some modifications and adaptations are included,

but may not be the ideal choice for student’s needs. Assistive technology is in- cluded. but may not be the ideal choice for student’s needs. Assistive technology is in- cluded. 3-2 Modifications and adapta- tions are included, but may not relate the student’s needs or the lesson. Assistive technology may not be included. Modifications and adapta- tions are included, but may not relate the student’s needs or the lesson. Assistive technology may not be included. 1 or be- low Adaptations were either not included or not appropriate for the student. Assistive technology was not included. Adaptations were either not included or not appropriate for the student. Assistive technology was not included.