EDUC 2220- Educational Technology Lesson Plan Template Gardens

Marie Wells Science/ Reading/ Math- Grade 2

Common Core Standards: *Please note, these are the Ohio Extended Standards- Grades k-2 Grade Band Life Science LS.K2.2c- Identify part of plants and animals (eg. leaves, flowers, feet, eyes) LS.K2.5b- Identify the basic needs of plants and animals Reading Standards for Literature RL.K2.1b- Ask and answer who, what, where, or when questions to demonstrate understanding of text RL.K2.2a- Retell or sequence two events from a story. Measurement and Data MD.K2.1c- Order objects by length MD. K2.2c- Compare two objects and identify as longer, shorter, taller or same length

Lesson Summary: This lesson ties together 3 different subjects- science, reading and math. Since all students participating in this lesson are diagnosed with a disability and are below grade level, they are working with the k-2 extended standards. Some of the standards addressed are being re-taught while others are being presented for the first time. For example, all students have been working on the reading standards all year. Some students who have recently mastered the skills of who and what have progressed to answer where and when about a story. The science standards are all being presented for the first time. All of my students have been really excited about the season changing to Spring and the weather changes that have been happening.

Estimated Duration: This lesson will be roughly 140 minutes and will consist of seven 20 minute sessions. Sessions are short, due to limited attention span of students and the need for frequent breaks. Day 1, 2 and 3 will each consist of 2

separate sessions (one morning group and one afternoon group). Day 4, which will be presented 2 weeks after the start of the lesson, will consist of one 20 minute lesson. During the two week period in between days 3 and 4, students will rotate daily jobs, one which is water flowers.

Commentary: I have found my students learn best with visual supports and hands on activities. Throughout the entire lesson, I plan to use a variety of different visuals. I plan on getting the students hooked into the lesson by printing icons of the fun activities (planning flowers, making pizza, smelling herbs and making a graph) we will be doing. After explaining to students we will be talking about gardening, we will discuss each icon. With prompts, students will hang each icon on a designated date on the class calendar. Some challenges might be during the hands on activities, such as planting flowers. The students tend to grab supplies when they are sitting on the table, so all supplies will be kept behind the table and brought out when needing to be used.

Instructional Procedures: Day 1, Session 1 (1-2 minutes) Students will check their schedules and come to the table. Rules will be reviewed. (5-7 minutes) Teacher will explain that students will be learning gardens. Students will review icons of the fun activities they will be participating in (planning flowers, making pizza, smelling herbs and making a graph), and when called upon, take turns hanging them on the specified day on the calendar. (7-10 minutes) Students will listen to Herb Gardens, which will be presented through the smartboard. Each student will be asked a wh question, which will also be presented through the smartboard (on their comprehension level) and answer through their preferred way of communication (verbal or selecting a picture) (7-10 minutes)Students will split into smaller groups with an assigned adult and complete a worksheet. When complete, students will be instructed to check their schedules and transition to their designated station. -Miss Marie with Harry and Jaivon- page 22 (sentence completion) -Miss Dana with Brayden and Bobby- page 17 (cut and paste picture match) -Miss Becky with Makaio- page 17 (cut and paste picture match) -Miss Theresa with Graham- page 1 (dot to dot) Day 1, Session 2 (1-2 minutes) Students will check their schedules and come to the table. Rules and calendar of activities will be reviewed. (3-5 minutes) Students will listen to Herb Gardens. The teacher will prompt students to show big plants and show small plants. As a group, students will demonstrate their measurements. (7-10 minutes)Students will split into smaller groups with an assigned adult and complete a worksheet. When complete, an adult will help set students up on an iPad to complete Joeys Locker.

-Miss Marie with Harry and Jaivon- page 5 (word problems) -Miss Dana with Brayden and Bobby- page 23 (webbing) -Miss Becky with Makaio- page 23 (webbing) -Miss Theresa with Graham- page 33 (matching) (7-10 minutes) Students will complete Joeys Locker- Herb Gardens an independent iPad. Some students will need support maneuvering around the iPad. Minimal verbal prompting will be used when students are asked a question. Students will complete the games on their own. When complete, students will be dismissed to check their schedules and transition to their designated station. (1-2 minutes) Students will check their schedules and come to the table. Rules will be reviewed. (2-3 minutes) Students will listen to Herb Gardens on the smartboard. (15-20 minutes) Students will be shown 5 different fresh herbs within ziplock bags. The similarities and differences will be discussed. Students will make predictions if they will like what the herbs smell like. A paraprofessional will select and herb and walk around to each student and let them smell and feel it. When complete, students will tell the teacher if they liked the smell of the herb. Data will be recorded on a graph on the smart board. When data is collected on all 5 herbs, students will analyze the data in the graph and determine- which herb students liked the most, which herb students liked the least, and if any herbs have the same number of likes. When complete, students will be dismissed to check their schedules. (1-2 minutes) Students will check their schedules and come to the table. Rules will be reviewed. (2-3 minutes) Students will listen to How A Seed Grows and follow along with their own copy of the story. (10-15 minutes) The teacher will verbally state the 4 parts of a flower (root, stem, leaf, flower) and point to them on the smart board. Taking turns using the smart board, students will match the definition and picture to each term. When complete, students will then receive a flower on an unlabeled piece of paper along with printed words to use to label it. Students will be given directions of what to do. The key words and definitions will be kept on the smart board to offer support if students choose to use them. (1-2 minutes) Students will check their schedules and come to the table. Rules will be reviewed. (5-10 minutes) Students will complete a poster, stating the needs of a plant. The teacher will show students pictures one at a time. Students will determine if the picture is a basic need for a plant to survive. If the picture is a basic need, a student will glue it on the poster. If it is not a basic need, a student will throw the picture in the trash. (10-15 minutes) Each student will look at and feel sunflower seeds. While giving verbal directions, the teacher will demonstrate how to plant a flower. After the demonstration and with the support of a teacher or paraprofessional, students will plant their own flowers. When complete, students will be dismissed to wash their hands and transition to their next station. -Scoop two cups of soil carefully into the cup.

Day 2, Session 1

Day 2, Session 2

Day 3, Session1

-Pick one sunflower seed and drop it in the cup. -Scoop one more cup of soil and put on top of the sunflower seed. -Use the spray bottle and water the flower with 4 squirts. Day 3, Session 2 (1-2 minutes) Students will check their schedules and come to the table. Rules will be reviewed. (5 minutes) In pairs (assigned by the teacher), students will practice making pizza on an iPad. . (10-15 minutes) While giving verbal directions, the teacher will demonstrate how to make a pizza. After the demonstration and with the support of a teacher or paraprofessional, students will plant their own pizza. When complete, students will eat their pizza and then be dismissed to wash their hands and transition to their next station. **If students to not want an ingredient, they will be prompted to say no thank you. -Scoop one tablespoon of sauce onto bagel half. Spread with knife. -Sprinkle basil on top of the sauce. -Scoop cup of shredded cheese onto the bagel. Spread with fingers. -Select 0-4 pepperonis and place on the bagel. -Heat in the microwave for 30 seconds. Day 4, Session 1 (1-2 minutes) Students will check their schedules and come to the table. Rules will be reviewed. (2-3 minutes) The teacher will explain what a ruler is and how to use it. With verbal and visual directions, the teacher will demonstrate how to measure how tall her flower is. When complete, she will correctly mark on the graph on the smartboard how tall her flower was. (10-15 minutes) Taking turns and given appropriate support and prompting, students will measure their flowers and mark its height on the graph on the smart board. When complete and with appropriate support and prompting, students will analyze the data in the graph and determine- the tallest flower, the shortest flower, and if any flowers are the same height. Students will then line the flowers up on the table from shortest to tallest. When complete and with appropriate support and prompting, students will work together to line up from shortest to tallest. When complete, students will be dismissed to check their schedules and transition to their designated station.

Pre-Assessment: Science- After reviewing the scheduled activities with students and placing the icons on the calendar, students will complete a cut/glue pre assessment. Students will separate 10 pictures into two categories- plants and animals. They will do this with no prompting. Reading- After listening to the story Herb Gardens, each student will be verbally asked a wh question. Math- After listening to the story Herb Gardens, as a group students will show big and little plants with their arms. For example, when told show me what a big plant would look like, students should stretch their arms wide.

Scoring Guidelines: Notes will be recorded on the data collected from the pre assessments. After the pre assessment, it will be determined if planned activities need to be modified prior to being presented to students. Science- Accuracy of the separation of pictures into two categories will be recorded. Reading- Students response to the wh question will be recorded along with observations of the students reaction while listening to the story. Math- observation of the students response will be recorded. Post-Assessment: Science- Students will independently label (by cutting and gluing) the 4 main parts of a flower. Reading- After being read Herb Gardens, students will answer 5 wh questions through their preferred means of communication (verbal response or selection of pictures). Math- Given 5 pictures of flowers, students will independently glue them on a paper from shortest to tallest.

Scoring Guidelines: All assessments will be scored on accuracy. Students can earn one point for correct answer. Assignments will be recoded under the correct subject. Science- 4 labels- up to 4 points Reading- 5 questions- up to 5 points Math 5 pictures- up to 5 points

Differentiated Instructional Support Describe how instruction can be differentiated (changed or altered) to meet the needs of gifted or accelerated students: All worksheets will be modified for students specific needs. One student will trace written numbers/letters in highlighter. When answering questions, two students will select their answer from word choices while 3 students will select their answer from picture choices. When using technology (computer, ipad, and smartboard) 3 students will require multiple prompts and possibly hand over hand assistance while 2 students should have very little problems with it. Discuss additional activities you could do to meet the needs of students who might be struggling with the material: Students participate in two group sessions during the day, one in the morning and one in the afternoon. After

these sessions, students rotate to different stations in the room. Some of these stations consist on one-on-one teacher time, independent work, and a reading station led by a paraprofessional. If a student is struggling with the material, it can be re-taught during the teacher time or reading station. Materials can be practiced during independent stations.

Extension http://www.starfall.com/n/holiday/gardenshop/play.htm?f This website allows students to plan a flower. It reviews the sequencing steps of planting. This is a link to short stories that are read aloud. At the end of the stories, there are not questions to review what was read. Parents can prompt students with verbal wh questions when it is complete. This website allows students to practice measuring with a ruler. When starting, students should click on whole inches. A parent will need to read the prompt to students. This website allows a student to practice the steps of making a pizza. http://www.starfall.com/n/level-c/index/load.htm?f

http://www.abcya.com/measuring.htm

http://www.abcya.com/pizza.htm

Homework Options and Home Connections I have found the student population I work with is too young for homework. When they get home, many parents have told me the students shut down when work is presented to them. This is often because they are exhausted from the school day. For this lesson, I would like to send a copy of Herb Garden home. Many parents read to their children before bed so this could be an option. I would also like to send home a list of the websites used in the classroom and encourage parents to practice these with their students when they are playing on the computer at night.

Interdisciplinary Connections I selected to address 3 different subjects within this lesson to ensure for repetition of the subject matter. I like to address multiple subjects within a lesson in order assist in keeping students attention.

Materials and Resources:

For teachers

Computer- with internet access and connected to the smartboard Smartboard Smartboard program (notebook) Icons of fun activities New2You worksheet pack News2You story- Herb Gardens Herbs- labeled in ziplock bags How a Seed Grows- large copy Solo Cups Soil Sunflower Seeds Measuring Cups Measuring Spoons Bagels Pizza Sauce Cheese Pepperoni Basil

For students

IPad How a Seed Grows- individual copies Flower Labeling Worksheet Scissors Glue Pencil Crayons Poster 10 pictures- Needs/Not Needs of Plants Ruler

Key Vocabulary Garden Herbs Root Stem Leaf

Additional Notes Please make a note that since the students participating in this lesson are diagnosed with a severe disability, some activities included in the lesson plan are practicing functional skills and not necessarily the extended standards. For example, when planting the flowers, I choose to have students use measuring cups rather than spoons in order to practice reading the label. I also decided to have students make pizza. The story addresses that herbs are added to pizza but during this lesson, functional skills will be practiced but no state standards. While in the classroom, I try to plan as many activities that address functional skills and state standards at the same time, but I have found this does not always happen. Some of these activities were from the News2You program, which is presented from the Unique Learning System. This is curriculum specifically designed for children with a disability, often aligning with the Ohio Extended Standards. I plan to complete the majority of this lesson in my own classroom in the next few weeks, so that is why I decided to assign specific activities, etc.