Please read through the attached “Curriculum Adaptation Description” paying special attention to the “Steps to Successful Completion of this Activity.” Additionally, a successfully completed example is provided. This assignment is due by midnight on December 5th NOTES: You should use one of the lesson’s below rather than your own or one you find on the internet (Although I may allow use of your own lesson plan if you ask for permission first). Pick the one that is closer to your target age range. Topic: The Food Pyramid Content: The material covered will be in regards to the food pyramid. Key terms will be servings, milk, vegetables, fruit, fats and sweets, meat and protein, breads and grains. Goals: Students will develop a general knowledge of the food pyramid and learn what foods they need to be eating in order to stay healthy. Objectives: Students will discuss what they already know about nutrition and the food pyramid. They will then learn about the six groups that comprise the food pyramid.The students will talk about “Showdown at the food pyramid”. They will be given certain foods and asked to place them in the correct catagory according to servings needed. Lastly, they will be given a worksheet and asked to design a sample menu for one day according to what they have learned. Materials: Powerpoint, Food Pyramid chart, Life size velcro food pyramid, Velcro fruit, The book “Showdown at the food pyramid,” and a worksheet. (Video as a back-up) Introduction: Open the class by asking the student’s to raise their hands and discuss their favorite foods. Then ask student’s to talk with the person seated next to them about what they think is healthy to eat.(Perception) Development: Show a powerpoint presentation that explains what the food pyramid is, how it affects us, and then show a picture of food pyramid. Have the students sit in a circle as you read “Showdown at the Food Pyramid.”(Cognition) Practice: Give a felt food pyramid to every other student in the class. Hand out fake velcro foods. Have student’s work in pairs to place all the foods in the correct place on the food pyramid and in the correct number of servings.(Action) Accommodations: Walk around the classroom as students are putting together the felt pyramid. If it appears that they do not have a thorough understanding of the topic than show the video “My Pyramid Animation,” and send home the meal plan worksheet to be brought back and handed in the following day. Checking For Understanding: Ask questions throughout the lesson, observe the students as they work in pairs, and collect the meal plans to be graded. Closure: Ask the students what they learned following the lesson. Have students discuss whether or not they think they are healthy based on the foods they eat. (Re-emphasize main points) Evaluation: Check the student’s worksheets, listen to their discussion and input. Ask the class what their favorite part of the lesson was and why to see if they really understood what was being taught. The example provided below is for only two students because it is an example. You will have to do all 8 students (including the two that examples are provided for). You can make up your own students. Example project my professor shared with us: Student: Date: Owls K Direct Instruction Lesson Plan Duration: 35-40 Minutes Objectives: The students will: 1. List three facts about the hearing and eyesight of owls. (Content) 2. Explain how owls find their food. (Content) 3. Create their own handprint owl. (Process) National Science Standards: Life Science (content) Science as Inquiry (process) – The students will learn how to communicate their newfound knowledge to others. The students will also learn to give explanations for what they have learned as well as make educated guesses as to the reasons why. The students will also use some simple tools. 2010 MS Science Framework: Life science Compare and contrast physical characteristics of humans. (DOK1) The five senses (sight, smell, touch, taste, hearing) and corresponding body parts Materials: x Concept map x Scissors x Owl Outline x Construction Paper x Glue sticks x Markers or crayons x Paint x Paper Plate x Paint Brush x Owl connect the dots page SPE 400 Curriculum Adaptation Project Classroom Arrangement: Students will listen to the lecture in their individual desks. Then, when it is time for the activity, they will be allowed to work in small groups at table. During the wrap up and review, the students will once again move back to their individual desks. Motivation: 1-2 minutes For the motivation I will ask the students “Who knows what sound an owl makes?” I will then get a couple students to imitate the noise an owl makes. Presentation: 9 minutes With the assistance of the concept map, I will teach the students the following: x Owls are nocturnal. This means that they are active at night and sleep during the day. x Owls typically live in trees. x Owls’ eyes are fixed in their sockets. This means that they cannot just move their eyes around in the socket but instead have to swivel their entire head. (demonstrate) x Owls are able to see behind them but cannot turn their head entirely around. x Owls’ ears do not stick out from their head, but instead are flat against their skull behind their eyes. Their ears are mostly covered by feathers so we cannot see them. x Owls’ ears are much more acutely tuned than humans are. This means that they can hear a much wider range of sound. They can hear well enough to find food that is hidden under leaves using hearing alone. (dog whistle example) x The owl’s facial disk is round to help guide sound into the owl’s ears. x Owls locate their prey, or food, using their hearing and then eyesight. Activity: 1. Cut out owl outline. 2. Glue owl together in correct order as demonstrated. 3. Glue owl to center of construction paper. 4. Get hands painted. 5. Make handprints for wings. 6. Wash hands. Guided Practice: 2-3 minutes To review student understanding of the steps of the activity, one student will help demonstrate how to correctly put an already cut out owl together. Glue will not be used. The pieces will simply be placed one at a time. Independent practice: 20 minutes SPE 400 Curriculum Adaptation Project Students will make their own handprint owl while the teacher supervises and helps when necessary. The teacher and assistants will paint the students’ hands and help put them in the correct place. Remediation: The teacher will help struggling students in any way necessary. She will assist with cutting or coloring as needed as well as clarifying any questions as to the instructions. Enrichment: If students finish early, they will have a connect the dots owl coloring page to complete. Closure: 5 minutes The teacher will review any needed material and complete the oral quiz. This will be done with the help of the concept map once again. Assessment: The teacher will: x Conduct an oral quiz during closure. (Objectives 1 and 2.) x Check handprint owls for correctness during independent practice. (Objective 3) Resources: A. James B. James is a student with a learning disability. C. There are several aspects of this lesson that already help out James. Because this is a lecture/activity lesson, there is no writing involved so his illegible handwriting and inability to spell will not be a problem in this lesson. Also, James articulates well and likes to discuss in class so during the review and closure section of the lesson, he is presented with a chance to succeed along with his peers. Because of James’ poor SPE 400 Curriculum Adaptation Project listening skills, a few changes need to be made for the lecture. First, James will need to sit towards the front of the class to help him maintain focus. Second, he will also have a “listening buddy” that will help him understand anything that he may not have comprehended initially. Third, there will be a few opportunities during the lecture for him to act out or demonstrate aspects of owls. For example, James along with the rest of the class will look around without moving their eyes like an owl. Also, James will receive a printed copy of the main teaching points from the day’s lesson. They will be typed in Times New Roman font, size 18. Finally, the students will be working in groups to facilitate learning and socialization during the independent practice. D. My rationale for putting James at the front of the class is to help eliminate any avoidable distractions from his lesson. He has a hard time listening and with fewer distractions, his chances of maintaining focus and retaining more information is better. James will have a listening buddy as well. This buddy will be there to help James with any information he may have missed or misunderstood. The buddy will also be in James group during independent practice in case he has any questions about the activity or the activity brings up any facts from the lesson he wishes to discuss. By allowing for the class to demonstrate or act out different points in the lecture, it gets the students, particularly James, actively involved. This helps cement the information that they are learning. It also gives them a personal example that they can look back at and relate to. The notes are printed in a plain font to make reading easier. They are also printed in a larger size for the same reason. The copy of the main points for him are for his parents to review with him at home as part of his homework for the day. Allowing him to listen to the points a second time will give him an opportunity to remember the knowledge and hear SPE 400 Curriculum Adaptation Project something he may have missed the first time. Allowing James to work in a group gives him the chance to express himself and socialize with his peers while having people there to help him with any aspects or directions he may have missed. A. Danielle B. Danielle has a hearing impairment and wears hearing aids. C. The activity portion of lesson is good for Danielle. It is hands on and does not require her to listen to anything while completing her owl. Also, because the activity is being done in groups, Danielle can get any part of the directions she missed from her classmates. Danielle will receive guided notes to the lecture. Also, Danielle will be using an FM Transmitter to make sure she is not missing any of her information in the notes. D. Because Danielle is academically where she needs to be, there are few adaptations to the lesson that need to be made aside from ensuring that she is actually able to hear. The FM Transmitter will be giving her a live feed from the microphone around the teacher’s neck. This will play directly through her hearing aid. This will allow her to clearly hear all aspects of the lecture. To give Danielle a better chance of not missing anything, guided notes were provided. While she is on grade level with the rest of her peers, if there is a malfunction with her transmitter or hearing aid, she will still know the main points to listen or look for during the lecture. A. Kyle B. Kyle has a visual impairment. C. The lecture is good for Kyle because it is not necessarily reading intensive. Working in groups is also good because his group mates will be able to help him with any tasks his vision may cause problems with. Kyle will be moved to the front of the class.
