511 Lesson Plan
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Victor Valley College *
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525
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Apr 3, 2024
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docx
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Uploaded by stephylent
Week 6 Lesson Plan Adaptations Point Value: 15
DIRECTIONS: Review the lesson below and consider what modifications 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 temperatures 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
Components
Describe what
will be happening during this part of the lesson.
Adaptations/
Modifications for Student 1
Adaptations/
Modifications for Student 2
Anticipatory Set/Introduc
tion
How will you “hook” the students in the lesson, help them see the purpose of it, and connect with prior knowledge?
Teacher will show a short Bill Nye Video on
climate change https://www.youtube.com/watch?
v=EtW2rrLHs08
(5 minutes)
Make sure to allow the student to sit closer to the
smart board (I would definitely have a smart board in my class) This way the student would
have the ability to
be closer to read lips. I would also include closed captioning, making sure they match the narration. I would
also like to have a FM transmitter available for this student. Including notes for this student would be a This student has a
reading disability
and I feel would have no problem watching a video.
Although with Bill Nyes Video, he goes over some big word. I feel having a IPAD handy with
these big words such as “Climate Change” would be a great way for the student to use their IPAD with a TEXT TO SPEECH program. Teacher
could prepare the words before-
hand so that the student can study
brilliant idea as well! I also feel making sure you face the student while you are talking.
the big words.
Instruction
How will you help build student understanding 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 radiation, greenhouse gases)
(15 minutes)
Graphic organizers
Visuals for the student to have the ability to read
the answers and FM device would
still come in handy so that the student can hear the teacher.
If the student is completely deaf, a translator would be a wonderful idea for this class. It would be amazing for the teacher to have the ability to express signs throughout the lesson.
Using a smart board, have the student come up and press the big words and allow the student to express their knowledge of these big words. Graphic organizers would be essential to this student. OCR reads aloud from images. Teacher can pause and have student come click on the images to help with hard words.
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://climateclassroomkids.org/educator
s/climate-101/
Read and answer the following 3 questions:
What causes global warming?
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. Put the groups chairs in a circle so that this student has the ability to see everyone’s face while discussing these questions. Allow this student to bring a
text to speak device to the group so that the Teacher can come check on this student who has the reading disability and help the student focus on these big words. Text to speech programs allows the student to press the words and hear the definition.
(25 minutes)
student can be involved in the conversation. Also allowing the
students more time to work as a group. Closure
How will you check for student understanding before letting them work on their own?
Teacher will bring the students back together to discuss the answers to the questions they were posed.
(5 minutes)
Power point or slide show on the
smartboard so this student will have the ability to
read the notes that the teacher is
posting and the answers to the questions the group went over.
Power point where text to speech could be implemented allowing the student to come up and press the words they are struggling with. Independen
t Practice
What will students do to continue practicing and applying what they have learned? How will that be measured? Students will use the information they have researched to create a 2-minute news
broadcast on global warming. Each team member should participate in sharing part of the news broadcast. (20 minutes)
Allow the student
to use an AAC device to communicate the lesson the group has prepared allowing the students to use text to speak so that they can be part of the group project as well. This is why I am found of smart board because there are programs available where the student can touch the text and
it will speak for them. Some people with hearing loss may have a hard time to communicate as well. This is where IPADS The group could use visuals allowing the student with the disability to draw
the picture and express what they
have learned. CLIMATE control would be a huge word to read so the student could draw a picture and explain what they know about climate control. I feel visuals should be implemented with a reading disability so that the student can gain an understanding of the word using visuals and comparing the
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come in handy with their communication skills! visual to the word.