Amanda Van Loon - Adapted Teaching Lesson Plan

Lesson Name: Plant Parts

Name: Amanda Van Loon

Subject: Science

Grade: 6        

                                                                                                                                                                   

Rationale:  

By providing information ahead of time with fill in the blanks, a student with ADHD will be able to follow along and stay organized. Use the TTYP technique to break up the lesson and keep the exceptional student stimulated. Also, to provide many visuals and physical objects that holds this students interest. Creative assessment will get the students excited and involved.

Prescribed Learning Outcome(s): 

3-1-01 Use appropriate vocabulary related to their investigations of growth and changes in plants.

Include: growing medium, nutrient, energy, root, stem, leaf, flowers, pistil, stamen, ovule, pollen,

seed, fruit, adaptation, life cycle.  GLO: C6, D1

Instructional Objective(s):

Get students to identify specific parts of a plant (growing medium, root, stem, leaf, flowers, pistil, stamen, ovule, pollen, seed, fruit) by

Prerequisite Concepts and Skills: 

Previous knowledge of animal needs (see Grade 2, Cluster 1: Growth and Changes in Animals) by identifying needs that are similar between plants and animals and how those needs are met.

Materials and Resources:

Teacher: 

 Plant samples potted in soil

- Plant diagram with fill in the blanks

- Construction paper

Students: 

- Pencil

-Scissors

     -Glue

Before the lesson:

Write on the board a list of what will be taught that day in the order you will teach them.

Write down the supplies they will need for the class

Lesson Activities:

Teacher Activites: 

ACTIVITY 1 - 45 minutes (One class)

- Explain to students that they will be learning about the parts of the flower and how bees help flowers grow

-    Begin by showing students the plant samples

-     Ask them various questions such as “who knows where the stem is? Who knows where the leaves are”

-    Hand out the sheet with the picture of the plant and ask students to work with a partner and fill in as many as they can

-    As they are filling out the sheet walk around with the plant to show the students

-    Post the same sheet on overhead/smart board/projector and ask students to help you fill in the plant part blanks

-    Explain the difficult parts such as pistil, stamen, ovule, pollen etc. 

ACTIVITY 2 - 45 minutes (one class)

-    Show the class an example of the project they will be working on

-    Get students to make their own flower parts with different colors of construction paper

-    Explain that the students must label each part of their flower when they are finished

-    Mark the flowers and put them up on the wall when finished

Student Activities:

ACTIVITY 1

- Students observe plant samples and answer questions about these samples that the teacher asks (class discussion)

-Students work on the plant diagram sheet and observe the physical plant

-Students help the teacher finish her sheet on the board

- Students then make their own word search with the words on their plant diagram

ACTIVITY 2

Students make their own flowers and label them

Universal Design for Learning (UDL) and Differentiated Instruction (DI):

The original lesson plan was very dry and boring for students. A student with ADHD must be engaged and interested in different stimuli. By giving instruction before class on the board, the student with ADHD is able to prepare for the class and get all the materials they will need. By bringing in a physical plant for student to observe, it is more engaging than if I were to just give them a sheet of paper. Working with partners is also a goof way of engaging the student with ADHD. I decided to go with creative assessment (students make their own plants out of construction paper and label the parts). This way the student with ADHD is able to talk with friends, and ask questions while working rather than completing a sheet with questions and answers silently (as in the original lesson plan).  By showing an example of the assignment should look like when completed, the student knows the expectations.

Organizational Strategies:

By writing the steps on the board, it keeps both myself and the students organized. Having a pre-made flower will help the students to understand expectations.

Behavioral Management Strategies:

-Sit students with ADHD with a couple slightly stronger students so they can help him focus and keep him on task. Also, place them near the teachers desk so you can assist them if need be
- Use the "hands up mouths shut" method.

Assessment:
The first activity is like a KWL (seeing what they already know). Any parts of the flower they do not know are things we need to work on. 
- Activity 2 allows teachers to asses what they learned from the previous lesson by using creative assessment. If they correctly label each part of the flower they get full marks
- hanging the flowers up on the wall reinforces what they learned every time they look at them.  

  

Original lesson plan:

http://www.learnnc.org/lp/pages/7823?ref=search