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)
Language Function
Students will be prompted using the three
finger prompt to make predictions
verbally, and vocabulary words will be
presented on the SMART board.
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
students form sentences of their own)
Discourse (I predict that…, I think that…)
Sentence starter cards to help students
make predictions.
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 Planned Accommodation(s)
(ELL, advanced student, struggling Characteristic(s)
student, student with IEP or 504). (Strength/Need)
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 success-
oriented 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 …… Specific Planned Modification(s)
ML 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 success-
oriented
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 self-
help 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.