Sydney Carnegie - ADAPT (lesson
plan from discoveryeducation.com)
Adapted for a class with a few students with Dyslexia
Duration: three to
four class periods
Objectives
Students will
Make a papier-mâché globe of Earth's
continents;
Identify the prominent physical
features of each continent; and
Compare the geography
of all seven continents.
Materials
White construction paper (at least 7
sheets per student)
Masking tape
12-inch pieces of string (one per
student)
Pencils, glue, and rulers
Colored markers or crayons
Black felt tip pens
Newspaper, cut into strips
White glue, watered down
Large balloons (one per student)
World maps, geography textbooks, and
other library resources
Computer with Internet access
(optional)
Exploring the
World's Geography video and VCR or DVD
and DVD player
Adaptations: vocabulary sheets,
video and YouTube links
Procedures
.
Adaptation: make sure to first
welcome class as they enter encouraging a positive classroom climate and
starting the class on a positive note. Also to maintain a sense of routine
which is important to students with dyslexia
.
Begin the lesson by discussing the diverse geography of Earth's
seven continents. A good way to introduce this topic is to show segments of the
program Exploring
the World's Geography . After watching, ask students these
questions: How is Europe different from Asia? Where is South America located?
Where are the Andes? Is North America the largest continent? Also, have them
describe the Pampas, taiga, or other geographic features.
.
Adaptation: give students a work
sheet with the some of the questions you will ask. Also read them aloud before
the tape plays therefore not overwhelming students with dyslexia and allowing
them to take part in the class discussion.
.
Using a globe, point out the equator and the prime meridian. Ask
students which continents are below the equator and which continents are above
it. From the information they learned in the program, how does the climate near
the equator differ from the climate near the poles?
.
Tell students that they will be making their own papier-mâché
globes, which must properly display all seven continents, the equator, and
prime meridian. Students will clearly label the following physical features:
Continents
All oceans
Major rivers and lakes on each
continent
Other major physical features
associated with each continent: mountains, deserts, forests, volcanoes, and
islands.
.
Have the class come up with a list of symbols to identify the
features.
.
Demonstrate how to make a papier-mâché ball.
Inflate a balloon and tape a
length of string to one side.
Dip the newspaper strips into
the glue and then apply them to the balloon.
Be sure to leave the string
free.
.
Have students blow up their balloons, attach the strings, and
cover them with about three layers of newspaper. Identify each balloon with
strips of masking tape with the students' names. Place the balloons in a warm
place to dry for about two days.
.
During the class periods while the globes are drying, have
students use geography texts, maps, library materials, and the Internet to
research the seven continents. Have them look at several examples of maps that
resemble the size of the continents they should be drawing. Have them draw an
outline of each continent on construction paper. Remind students that Earth's
continents are not all the same size and that they should try to keep the
relative sizes of the continents in mind.
.
Adaptation: to facilitate
research for students with dyslexia include a list of vocabulary terms to aid
in their research. Print and include for all students as to not make dyslexic
students feel less then others. Go over these terms throughout presentation so
students have a chance to understand them before just giving them the sheet.
After outlining each
continent, students need to use their research materials to label the
geographic features. Listed below are some helpful Web sites: http://www.enchantedlearning.com/geography/continents
http://www.worldatlas.com/geoquiz/thelist.htm
http://members.aol.com/BOWERMANB/101.html
If necessary, allow students time at home to finish drawing and
labeling their continents.
.
Adaptation: for library research
provide students with graphic organizers to organize the information to not
make them feel as overwhelmed by all the information. Also provide students
with dyslexia helpful YouTube links or videos with similar information allowing
them to use them as research as well.
.
On the dry papier-mâché globes, have students draw the equator
and the prime meridian. Next, show students a map of the world and discuss the
locations of the continents on the globe. Ask them related questions (Is North
America above or below the equator? Is Europe anywhere near South America?).
Once students understand how to place their continents, have them cut out their
paper continents, glue them to the globe, and label the oceans.
.
Hang the finished globes in the classroom, and invite students
to discuss the different features of the continents, including anything
interesting they learned about the geography of the world.
.
Adaptation: could put whole
project as a small group assignment assigning partners allowing students with
dyslexia to be paired with strong readers to assist them with research while
allowing both students to present their globe to the class.
Evaluation
Use the following three-point rubric to evaluate students' work
during this lesson.
· Adaptation: it is important as
teachers to be aware of what level students are at and to evaluate them based
on their achievements.
Three points: Students actively
participated in class discussions; used the research materials wisely and
without teacher guidance; and created finished globes that correctly met all
established criteria.
Two points: Students somewhat
participated in class discussions; used research materials with limited teacher
guidance; and created finished globes that correctly met most of the
established criteria.
One point: Students somewhat
participated in class discussions; were unable to use research materials
without teacher assistance; and either did not finish their globes or produced
globes that were missing a majority of the established criteria.
Reflections: I believe this lesson plan already very much favors students with dyslexia,
as it is very hands on with some minor reading and writing but favoring
abilities more accessible to them. Therefore I believe the adaptations I made
would make it not only more inclusive for students with dyslexia but all the
class as a whole.
link to original lesson plan : http://www.discoveryeducation.com/teachers/free-lesson-plans/exploring-the-worlds-geography.cfm
No comments:
Post a Comment