2a. Learning targets (concepts and 2b. Prioritized learning targets (concepts and competencies) for students with complex instructional needs
competencies) for all students Find similarities and differences between living and nonliving ocean life.
Demonstrate understanding of living and Identify key characteristics of ocean life and related material.
nonliving things in and out of the ocean.
2c. Key vocabulary for all students 2d. Prioritized key vocabulary and ideas for students with complex instructional needs
Living things
Bodies of water: Large amount of water on Earth. Examples include but are not excluded to oceans, rivers, lakes,
Nonliving things
ponds.
Basic needs
Life cycle: Many of changes that living things go through.
Life cycle
Basic needs: What living things need to survive.
Ocean plants
Ocean animals
Bodies of water
3. Instructional Process
August, 2013
Project MAX: Maximizing Access and Learning
A. Provide multiple Create sensory table - Water table (sensory Formative: Have the Students are nonverbal Students can use
opportunities for where students can see table) students create their own and actively participate communication
students to see what ocean life and sand life -Sand diagram using the tools in group work. board/binder to
ocean life needs to grow and how it changes over -Stuffed animals/ and objects provided for communicate in groups
and change. time. figurines of ocean them. to complete activity.
animals
Matching chart with the -Chart with the life cycle Summative: Students
life cycle of a fish of a fish will turn in or verbally
explain their choices of
Working in small groups objects and reasoning
or as a class behind diagrams.
B. Read aloud a book Read out loud as a class tarheelreader.org/2014/0 Formative: Have Students are nonverbal Teacher will read and
that introduces and with stuffed animals/ 9/08/the-oceans-2/ students discuss what and cannot read at grade students will repeat key
discusses different forms figurines to go along -Bingo cards they know about ocean level. vocabulary words.
of ocean life. with the ocean life -Bingo chips life before, during, and
mentioned in the book. - Sticky tack after reading the book. If the student is
nonverbal, have words
Students will play Bingo Summative: Students programmed or placed
using the information can complete exit ticket into their AAC in
read in the book. with 3 different facts advanced.
they learned about 3
different animals in the
book.
C. Identify what the Play magnet fishing -Globe/ map that shows Formative: Students can Some students might not Students can verbally
ocean is compared to game, where they will major bodies of water complete a KWL chart be able to write on the explain their answers or
other bodies of water identify bodies of water -Finding Dory with information they graphic organizer. communication
and what organisms live and organisms that live -Magnet Fishing game know about ocean life boards/binders to orally
there. there. with facts on ocean life and what they want to participate in the
and bodies of water know. discussions.
Watch videos -Blue cloth for Magnet
Fishing game Summative: Answering Students can hold up
Think Aloud method true or false questions. true and false cards to
demonstrate knowledge
of activity.
D. Provide opportunities Have students visit local -Swimming at the Formative: Using peer Some students are not Students can verbally
August, 2013
Project MAX: Maximizing Access and Learning
A Given the proper adapted materials, Student A will work cooperatively Physical setup of the classroom
student A will respond to questions in a small group while completing Alternative ways of writing
and participate in activities at grade tasks that require full attention Using manipulatives
level 8 out of 10 times over the through given opportunities. Provide frequent breaks
consecutive weekly lessons. Verbal cues between transitions
Small group instruction
1. First, we will have a lesson on different bodies of water. Students in the class will learn about the different bodies of water and
the animals that live in these specific bodies of water by playing the Magnet Fishing game. Students will be given a fishing rod
with a magnet. In the water, there will be paper fishes with magnets on them, 2 of each color. Students have to fish for the
matching colored fish. One fish will have the name of a body of water and describe, while the other will list organisms that live
there.
2. Students will listen to a reading of the book The Oceans. During the reading, students will identify and learn about different
types of ocean life. To go along with the book, students will play Ocean Bingo to identify the different forms of ocean life.
August, 2013
Project MAX: Maximizing Access and Learning
August, 2013