PAR Final Lesson Plan

Par Lesson

Purpose: For students with low functioning Autism in a Communications support classroom, grades 6-8 be able to identify parts and functions of plants.  This is a life science section.  The purpose is not only for students to identify plant parts/functions, but also for selected students to read short non-fiction books in plants, and others to hold the book right, and identify parts of a book. 

 Detailed Objectives:

.    The student will investigate and understand basic plant anatomy and life
processes. 


.        (SOL 4.4) a) the structures of typical plants and the function of each structure;

.        b) Processes and structures involved with plant reproduction;

.        c) Photosynthesis

.        K.5 The student will understand how print is organized and read.

.        a) Hold print materials in the correct position.

.        b) Identify the front cover, back cover, and title page of a book.

.        c) Distinguish between print and pictures.

.        For the advanced students in the class:

.        1.10 The student will read and demonstrate comprehension of a variety of nonfiction texts.    

Learning Objectives:

-Students will activate their prior knowledge by watching a Power Point on the parts of a plant and note cards paired with photos. They will be asked to choose the notecard with the stated part of the plant in order to assess knowledge.

-The students will be able to hold print materials in the correct position with 100% accuracy.

-When provided with visual supports (photos, word bank, etc.), the students will complete a worksheet on parts of a plant with 90% accuracy.

-When provided with visual supports (photos, color coded pictures, etc.), the students will complete a worksheet on the needs of a plant with 90% accuracy.

- When provided with visuals (photos, color coded pictures, word bank, etc.) and asked to label the components of photosynthesis in the appropriate location (e.g. carbon dioxide, chlorophyll, water, etc.) the student will label the photosynthesis chart with 90% accuracy, upon first opportunity per data session, data taken during the last instruction session.

Book:

Lesson Sequence:

1.              Teacher will show the students multiple plants and model labeling the parts (this is the leaf, this is the root). 

2.              The class as a whole will view a short instructional video on plants (brainpopjr.com and united streaming). 

3.              After the video, the teacher will ask questions and the students will use their notecards to answer and use as cues.

4.              The teacher will then pass out a teacher-made book and have the students follow along.

5.              The teacher will demonstrate each plant part and its function, and give the class a graphic organizer to complete with the help of the teacher/Para to highlight key terms and main ideas of the lesson, for future reference.

6.              The next day, the student will complete a worksheet and work on labeling parts of a plant and the function on their own.

Strategies/Activities: 

Preparation:

1) Students will activate prior knowledge by first watching a short, fun video on plant parts/functions on brainpopjr.com, then follow up with a PowerPoint containing pictures and visuals of plant parts.  Since each student is mostly non-verbal, each student with have a stack of notecards with the words and pictures of each part, and will hold up the picture of the plant part the teacher says.  Same activity with the functions.  The teacher can then see what the students know so far and what will have to really be taught.  A Para or assistant will keep a tally chart of which parts/functions the student got correct and incorrect to get a baseline on what the students know.  I chose this strategy because it is measureable, and will activate prior knowledge.

2) Each student will correctly hold, turn the pages, and identify pictures, titles, and left to right reading, with a peer or teacher.  For the students who can read, they will read short non-fiction stories on the different plant parts and their function to help prepare them for assessments.  For the students who cannot read, they will point to pictures and see visuals in the books to help them for assessments.  I chose this as a strategy because although this is a science lesson, I would like for the students who can read, to read, and also students who cannot read, to at least start holding books, identifying parts of a book, as a starter.  Lessons like this will eventually be easier the more the students know how to read.

3) Students will fill out graphic organizers, of a blank plant chart and use a word bank to help fill the chart in.  Below is one of the examples I would use.  I think blank graphic organizers are a great way to prepare because it is seeing what the student is connecting with the material on their own before any hints and helpers.  It is pretty cool to see their train of thought on the initial introduction to the lesson.

4) Pre-Learning Concept Check: THIS WOULD BE THE VOCAB SECTION; stem, root, leaf, flower, photosynthesis, etc. (see which functions (definitions) the students know and don't know).  The students would put a + or – depending on if they know the plant part and function.

Assistance: The teacher will read the non-fiction books on plant parts and functions to the class, showing the pictures as he/she goes along.  I chose this because it lets the students see and hear about the lesson, and visuals and auditory learning seem to be effective with my population of students.

Each student will have the same index cards as before with the plant parts, and when the teacher says “I am the part that connects the plant to the ground” the students will hopefully hold up “roots” and so on.  This is similar to the Mystery Clue Game.  By doing this, the students are using reflective thinking by having to use prior knowledge, and what they are now learning to decide which makes sense.

Jot Charts will also be used, with the help from an assistant (those who need it) and using markers or crayons students will fill in a jot chart on the plant part, function, and a small picture of each to use as a study aid and review.  The jot chart is a good wrap up activity, that the students can use as a study aid before the assessments, and it is something they can follow the teacher along with and complete independently.

Reflection:

1) Writing Activity: I would use a short writing assignment: since they are students who are low-functioning, I would give them "the, a, I see, it" as sentence starters, list all plant parts/functions, and example, if they picked roots first, would pick which sentence starter they want, so "The roots" then have them choose which function, so they can pick each part of the 3 necessary parts of the sentence (starter, noun, verb) and put it together and write, or for some students type the sentence.  Connecting writing with any lesson is always something I try to do to show the students connections in learning.

2) Post Graphic Organizers: I would still have my students use a word bank, and would have the student fill in a diagram of a plant, and the function underneath it.  Same was they did before the lesson, to compare and contrast what they knew, and what they learned.

3) To incorporate something FUN, I would use pipeline straw, play do, and other crafts and let the students build a plant by placing the correct plant parts where they belong, arts and crafts is always a good way to have the students be independent, socialize, and still use their knowledge.

Evaluation: I will give the students a multiple choices assessment, for their VAAP/SOL grade, along with matching.  I will also incorporate student participation, their arts and craft plant they make, their organizers, and reading of the story as grade factors.  I have to have evidence for VAAP, so I choose to do a multiple choice exam, but given some students do not test well, I will do antidotal records of students making their plant, and verbal responses that also show their knowledge.  The assessments are down below.

Materials Used:

Writing utensils, scissors, glue sticks, markers, diagrams, worksheets, graphic organizers, staplers, vocabulary word cards, brainpopjr.com (including login and password), worksheetmaker.com, projector screen, computer, review materials, assessments

Extra Information

Completing any new lesson is difficult in a special education classroom, so I also want to highlight I use many reinforcers, and rewards for staying quiet, focusing, and trying.  These include gum, candy, stickers, or verbal praise.  I am extra enthusiastic, have many pictures and diagrams so that they students are always visually seeing the material they are learning.  I do not do the same activity two times in a row, to keep it new and engaging.

Assessment

This will be used before the lesson is taught, to see what the students know and use their previous knowledge

(Taken from pinterest.com)

*After the lesson is finished and the students have worked on this unit for however long the teacher feels necessary, they will complete the same worksheet to compare the differences.

References:

Eshach, H., Dor-Ziderman, Y., & Arbel, Y. (2011). Scaffolding the 'Scaffolding' Metaphor: From Inspiration to a Practical Tool for Kindergarten Teachers. Journal Of Science Education & Technology, 20(5), 550-565. doi:10.1007/s10956-011-9323-2

Miller, S. P. (2009). Validated practices for teaching students with diverse needs and abilities (2nd ed). Upper Saddle River, NJ: Merrill.

Richardson, J.S., Morgan, R.F. & Fleener, C.E. (2009). Reading to Learn in the Content

            Areas.  Belmont, California: Wadsworth, Cengage Learning.