Class / Grade: - Grade 1: Science: Understanding Life Systems - Needs and Characteristics of Living Things
Length: - 50 minutes
Learning Goals: - Students will identify physical characteristics (eg. proportional size, shape, colour, common parts) of a variety of plants and animals.
Describe LD/Lesson Plan
- Dyspraxia
Dyspraxia (otherwise known as developmental coordination disorder) is a
neurological disorder, which influences a persons fine and/or gross motor coordination and movement. Another affect dyspraxia may also experience is difficulties with short- term memory, planning and processing information, planning, organization, and sequencing. People with dyspraxia normally have standard and above average intellectual potential, but their motor skills may have an effect on their academic progress. It is common for other developmental conditions to be associated, such as attention deficit disorder/attention deficit hyperactivity disorder, learning disabilities, and speech delays.
- Lesson Plan
The lesson will consist of differentiating the features of a chicken from that of other species. This will be introduced by discussing the development of the embryo and inquiring about what possible advantages/disadvantage these characteristics may entail. Following the discussion, students will build and label a proportional model of a baby, prepare for an oral gallery walk to present their chicken, as well as observe the work of their peers.
Success Criteria - Students will successfully create the various proportional features of a baby chicken (ie: legs, beak, head, eyes) - Students will successfully label the various features of a baby chicken (ie: legs, beak, head, eyes) - Students will successfully communicate their work with peers through an oral presentation/gallery walk Describe how Success Criteria may differ for the student with a specific LD
The success criteria may differ for “Student X” due to his/her affected motor skills. Working with material such as plastersine will be a very difficult task - especially moulding fine details and working with small materials such as pipe-cleaners, plastic eyes, paper beaks, etc. Making the model proportional may also be very challenging. It would be most suitable if “Student X” appropriately located his/her intention of each feature throughout his discussion in the oral gallery walk vs. being required to both label and orally communicate his/her ideas. This allows “Student X” to demonstrate understanding of the various features of the chicken, as well as continue to participate in the activity at hand. Also, due to “Student X’s” challenged sequencing skills, it may take the student more time to complete the assignment which is why ‘some’ features on the model are essential, but not all. The individual may require several reminders to stay on task due to his/her troubles following the rules and routines of a classroom.
Coded Expectations Curriculum Objective
- 2.3 investigate and compare the physical characteristics of a variety of plants and animals, including humans (e.g., some plants produce flowers and some do not; most plants have roots; some animals have two legs, while others have four; all animals have sense organs)
Essential Goals - “Student X” will complete a model with some features on it, in the appropriate places (ie: legs are not where arms belong, eyes are on head, etc.) - “Student X” will participate in the ‘gallery walk’ effectively explaining the intentions of his/her model, with few reminders of appropriate behaviour in a classroom setting.
Additional Goals - “Student X” will independently complete a proportional model while appropriately sharing materials with peers - “Student X” will independently follow instructions in an appropriate manner - “Student X” will remain focused with little reminder to stay on task, and actively engage with his/her peers
Collaboration can be evaluated throughout this task because students will be required to share materials amongst their table such as clay, plastic eyes, and cut up pipe cleaners. Remaining on task in peer groups requires responsibility, self-discipline, and independence. Furthermore, time organization and efficiency is an essential skill that could be evaluated based on each student’s progress and development.
Literacy Focus - Use oral/written communication suitable for purpose and intended audience - Write with purpose and clarity - Communicate effectively using visual forms and symbols - Read and interpret (orally or in writing) visual forms
Notes On Literacy Focus
This task requires students to successfully communicate the ‘identity’ of their chicken to their peers on display through written and oral communication. Each chicken must be represented in a visual form while making use of the prepared materials (ie: clay for body, paper for beak, pipe cleaners for legs).
Time Segment Description Resources
(minutes) 5-7 Hook Show a short, engaging video of baby Youtube chickens hatching - perhaps a comical event
10 Assessment for Display on the projector the stages of a “A Life Cycle App” Learning: developing chicken egg prior to from the App store on (Gauging hatching. Ask the students what changes an Ipad/phone previous they notice from day to day, and inquire learning/ongoin what they believe the growing features g learning are. provides information for you) For: The student is able to identify some features of the adult chicken with little assistance at the end of the discussion of the embryo cycle (“Student X” may forget the day-to- day detail of the embryo). 5 Delivery of Click on substantial days of growth (ie: “A Life Cycle App” New Ideas: one every 3 weeks) and reveal to from the App store on (what is you students what each component of the an Ipad/phone plan for egg is prior to hatching. Following this, delivering the demonstrate what an adult chicken looks content or new like and how its features have developed ideas you want since the embryo. Additionally, discuss students to the benefits of unique characteristics of learn) chickens vs. other anmials (such as wings vs. arms, beak vs. mouth, etc.) Learning Create a baby chicken using a variety of Plasticine, pipe Tasks: provided materials, and label the various cleaners (limbs), features. plastic eyes, string, toothpicks, paper squares 20 Assessment as Walk around the classroom to observe Group Tables (ie: Learning: the various tables as each student combine desks, or use (assesses as they progresses with their model. Provide square tables) go and provides positive feedback based upon how well useful feedback the student’s model is developing. Also, to them) scaffold the information that some students inquire about, and use their peers as a tool of resource to develop interpersonal skills.
As: This individual is able to remain
on task for most of the building process. “Student X” prioritizes his/her time relatively well, and refers back to listed visual instruction before addressing the teacher.
Instructional - Group work
Strategies: - Hands-on Which (if any) activity of these - Gallery strategies are - Demonstration you going to use during your learning tasks? Why? Notes on Group work would be beneficial for the Instructional development of collaboration through Strategies: sharing materials, and engaging in educational conversation among peers. The option of a ‘hands on’ activity allows students to physically engage in consolidating their knowledge. Afterwards, a gallery walk allows students to acknowledge the artistic works of others. The entire group is split into two sections: the first half presents while others listen until a switch is determined. 5 Assessment of Through both the students’ written and Learning: oral descriptions throughout the gallery (most likely walk, they will be assessed on the ability very to identify and explain the various small...toward features of their model of an infant chick the end of class through oral and written communication. to be sure Key words (such as the various features - beak, body, wings, and their purpose) will be a part of consolidation.
Of: “Student X” successfully explains
his/her layout and intentions for the model the individual has created. 5 Wrap Up/End In conclusion, ask students about some of class: of the challenges baby chickens may be How do you presented with compared to the build of plan to end the other animals - such as humans. Also, class (connect inquire about some of the differences in the dots, final structure and proportion. assessment, etc.)
Differentiation In Instruction and/or Accommodation
- Adjust the assessment criteria or type of assessment for the task - Adjust the complexity of the task and the level of support provided - Provide alternate medium or location for student to demonstrate learning
Reflection Notes In order to accommodate for this students learning disability, it is essential that as the lesson planner I address some of the physiological, behavioural, and psychological challenges associated with Dyspraxia. Adjusting the criteria of the model itself is a necessity for this individual because his/her functioning motor skills simply require more time to pursue the demand of creating a model. The complexity of the model should therefor not be as ‘fine detailed’ considering his/her physiological potential. A final form of differentiated instruction would be to break the assignment into smaller pieces to aid “Student X” in simpler sequences and instruction. For modification, I would simply have a different expectation
Detailed description of changes made to accommodate the student with the specific LD as they apply to Learning Experiences
In addition to the modifications above, a diverse collection of materials should be
provided for this project in order to allow the individual to select what works best for him/her, without being centered out among peers. By situating “Student X” at a more accessible table and smaller group or providing the option to work independently, it may minimize the physiological difficulties he/she may be presented with. Also, it is important that I cue this student’s particular group more frequently in regards to time (ie: 10 minutes left, 5 minutes left, etc.). Another way of accommodating the requirements for this assignment is to provide the option for this individual to just speak about his/her model vs. writing/labeling it as well. This would minimize the frustration in regards to fine motor skills.
