Meghan Powley
EDT 517
Dr. Penny
Thematic Unit Plan
Rationale
The
two lessons that I have created are meant for multiple disabilities/life
skills middle school band classrooms. The lessons are to be completed in April during
the unit on Earth. These lessons are adapted to meet the needs of students with
multiple and intellectual disabilities. The lessons are to be completed in the
month of April and have been adapted to include the UDL principles (explained at
the end of the unit). These tasks replace typical paper and pencil assignments.
Outline
of Summative Assessment Task (GRASPS Framework)
Goal- Learning about
the Earth and focusing on ecosystems helps preserve our environment. Studying
the science of our ecosystems connects to other subject areas such as mathematics
and social studies.
Role-
Students
will create their very own ecosystem using the knowledge and materials one
would find in our environment.
Audience-
Ecosystems
will be put on display in the auditorium for other classrooms to view during Earth
Day activities. At the end of the day, students can bring home the ecosystems
to show their families.
Situation-Demonstrate
understanding of ecosystems and how they are created.
Product- Mason jar ecosystems.
Standards- Students will be
graded on their individualized education plan goals in relation to science, participation,
answering math PA state standard aligned numerical questions, answering “WH”
reading PA state standard aligned questions or turn taking.
Essential
Questions (Throughout the Whole Unit)
Factual
Line of Inquiry: Earth and the Ecosystems
Factual
Questions:
What planet do we live on?
What month is Earth day in?
How many ecosystems are there?
Which ecosystem do we live in?
What are examples of non-living elements
in an ecosystem?
What causes a drought in an ecosystem?
What are animals that eat other animals in
an ecosystem called?
Conceptual
Line of Inquiry- How Ecosystems are Related to Other Areas of the Earth
Conceptual
Questions:
How do I know which ecosystem I live in?
How do I compare the ecosystems?
How can animals and nonliving things in ecosystems
be identified?
How can I use my knowledge of ecosystems
to better the Earth?
Debatable
Line of Inquiry- How Ecosystems are Helpful in Real World Applications
Debatable
Questions:
Does climate change affect our ecosystems?
What would happen if we were missing an
animal or nonliving thing from our ecosystem?
Does extinction affect our ecosystems?
Pennsylvania
Alternate Academic Standards Related to the Lessons:
Standard - 3.1.3.A1 Describe characteristics of living
things that help to identify and classify them.
Standard - 4.1.3.A
Differentiate between the living and non-living components in an environment.
Standard-16.2.9-12.1S
Ask and answer WH- questions about the text
features using visually guided prompts with a small group of students.
Standard - CC.2.1.PREK.A.2
Count to tell the number of objects.
Standard - 10.4.3.F
Recognize positive and negative interactions of small group activities.
- roles
(e.g., leader, follower)
- cooperation/sharing
- on
task participation
Lesson 1: Introduction to Ecosystems
Duration: One forty-minute
period for two weeks.
Materials: Smart Board, adapted wireless
switches, wireless step by step switches, lightbox, dimmed lighting, picture communication
cards for “Yes” and “No,” personal assistive technology as stated in the individualized
education plan of the students and picture cards of images from the readings.
Introduction: Whole Group
-Teacher
will review the planets and our planet, Earth.
-Teacher
will introduce the students’ summative task for ecosystems. See GRASPS framework
above for detail.
-Students
are creating their own ecosystems, they need to be able to find and remake the
correct layers of an ecosystem using their environment.
-To help
create the ecosystems, the students will spend some time learning and identifying
all of Earth’s different ecosystems.
Task:
-Students
will watch an introduction video via YouTube on ecosystems.
-Students
will read an adapted lesson on ecosystems from the ULS curriculum.
-Students
will split into two groups (4/5 students each) then identify which ecosystems
we live in and create a picture to picture ecosystem.
Closing:
-Students
will come back together as a group to discuss which ecosystem we live in.
-Closing
questions:
-How many
ecosystems are on Earth?
-Which
ecosystem do we live in?
-Can you
describe our ecosystem?
-Teacher
will ask students to answer “yes/no” on their interest sheets in their student
binders whether they liked these activities or not.
Differentiation:
-Different
assistive technology devices per students individualized education plans.
-Extended
wait time to answer questions.
-Text and
pictures with dark contrast background.
-Larger
text size.
-Wireless
switches to access the Smart Board.
-Hi-Low tables.
-Classroom
rifton chairs for students to sit in.
-Hearing
aids for specific students.
Assessment:
-Completed
ecosystem papers.
-Data
collected on students individualized education plan goal sheets.
Identification
of Potential Barriers:
-If assistive
technology malfunctions.
Lesson 2 Project Planning and
Procedure
Duration: One forty-minute period for three
weeks.
Materials:
Smart
Board, adapted wireless switches, wireless step by step switches, lightbox,
dimmed lighting, picture communication cards for “Yes” and “No,” personal assistive
technology as stated in the individualized education plan of the students and picture
cards of images from the readings.
Introduction: Whole Group
-The teacher will ask students to
reflect back to previous lessons.
-Day One-
Students will begin brainstorming ideas of where to collect items for their ecosystems
and how to arrange them.
-Teacher
will explain what is expected of how to create the ecosystems, provide a picture
and model examples of ecosystems to help visualize the project.
Tasks:
-Day One-Revisit
and answer the “WH” question sheet about ecosystems. Use the picture created of
the ecosystem to have a visual to begin their project.
-Day Two-
Use the picture of the ecosystem created and go outside with the class and
collect materials for the ecosystem (or have them supplied from home).
-Day
Three- Use the class period to organize and create the ecosystem using the visual
picture and supplies collected.
Closing:
-Day Three
will serve as part of the close to the lesson. Students will display their ecosystems
in the school auditorium for their peers to see.
-Students
will reflect on their creations and whether or not they like the project.
Differentiation:
-Different
assistive technology devices per students individualized education plans.
-Extended
wait time to answer questions.
-Text and
pictures with dark contrast background.
-Larger
text size.
-Wireless
switches to access the Smart Board.
-Hi-Low tables.
-Classroom
rifton chairs for students to sit in.
-Hearing
aids for specific students.
Assessment:
-Completed
ecosystem papers.
-Data
collected on students individualized education plan goal sheets.
Identification
of Potential Barriers:
-If assistive
technology malfunctions.
Lessons Related to UDL Principles
UDL Principle: Representation
1.
Provide
options for comprehension of ecosystems.
Provide
background knowledge on Earth and our ecosystems.
2.
Provide
options for language, mathematical expressions and symbols
Illustrate
through multimedia with using Smart Board, assistive technology devices and printed
pictures and physical tactile objects.
3.
Provide
options for perception.
Offer alternatives
for auditory and visual information by providing light boxes, high contrast
backgrounds and limiting noise or using hearing aids in the classroom.
UDL Principle: Action and
Expression
1.
Provide
options for executive functions.
Enhance
capacity for monitoring progress by having all staff actively engaging students
and taking data on their goals.
2.
Provide
options for expression and communication.
Use
multiple means of communication by having students use body gestures,
vocalizations, eye gaze, reach to touch, picture cards or assistive technology devices.
3.
Provide
options for physical action.
Optimize
access to tools and assistive technologies as explained above.
UDL Principle: Engagement
1.
Provide
options for self-regulation.
Facilitate
personal coping skills and strategies by allowing ample wait time and multi-modality
approach to responding.
2.
Provide
options for sustaining effort and persistence.
Heighten
salience of goals and objectives by incorporating individualized education plan
goals.
3.
Provide options
for recruiting interest.
Minimize threats and distractions
by having all staff in the classroom focused on the task at hand, minimizing
noise and providing positive reinforcement.
