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Lessons That Fit Assignment

The lesson plan is for an 8th grade science class on cells and systems. It has been modified to meet the needs of a student named John who has ADHD. The modifications include adding a detailed presentation at the beginning with visual diagrams to thoroughly explain the parts of cells. The lesson plan also includes having the students work in partners to assemble and label plant and animal cells, with step-by-step visual instructions provided. Providing specific roles for each partner and having the teacher choose partners aims to support the student's social and focus needs. The rationale discusses how the modifications are aimed at addressing the attentional and organizational difficulties that students with ADHD face.

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52 views

Lessons That Fit Assignment

The lesson plan is for an 8th grade science class on cells and systems. It has been modified to meet the needs of a student named John who has ADHD. The modifications include adding a detailed presentation at the beginning with visual diagrams to thoroughly explain the parts of cells. The lesson plan also includes having the students work in partners to assemble and label plant and animal cells, with step-by-step visual instructions provided. Providing specific roles for each partner and having the teacher choose partners aims to support the student's social and focus needs. The rationale discusses how the modifications are aimed at addressing the attentional and organizational difficulties that students with ADHD face.

Uploaded by

api-341393823
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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LESSONS THAT FIT ASSIGNMENT 1

Lessons that Fit Assignment


John, ADHD, Grade 8
Alyssa Fortin
University of Lethbridge
EDUC 3602 Educational Psychology for Exceptional Learners
Dr. Jeff MacCormack
LESSONS THAT FIT ASSIGNMENT 2

Lesson Plan
(I already adjusted it to fit the student)

Grade: 8
Subject: Science
Unit: Cells and Systems
Class Length: 50 min

General Learner Outcomes:


Students will construct knowledge and understandings of concepts in
life science, physical science and Earth and space science, and apply
these understandings to interpret, integrate and extend their
knowledge.

Specific Learner Outcomes:


Students will
1) Investigate and describe the roles of cells in living things.
2) Ask questions about the relationships between and among
observable variables, and plan investigations to address those
topics.
3) Work collaboratively on problems; and use appropriate language
and formats to communicate ideas, procedures and results.

Learning Objectives:
Students will
1) Describe the role of cells as a basic unit of life.
2) Analyze similarities and differences between plant and animal
cells.
3) Work in partners to assemble and label parts of a cell.

Assessment:
The students should be able to distinguish the parts from each other
and name them. The students will be assessed on their understanding
of the parts of the cell and their basic functions.

Materials:
Poster paper (one for each group of 2)
Coloured construction paper
Scissors
Glue
Markers
Cell PowerPoint presentation
Cell reference/fill in the blank functions sheet

Introduction (10 min):


LESSONS THAT FIT ASSIGNMENT 3

Parts of the Cell Presentation


The class will start with an introduction on what a cell is and
some of its basic functions: reproduction, nutrient absorption,
growth, waste removal, etc. Tell the students that they are the
basic building blocks of all living things. They are small living
things that make up larger living things. The PowerPoint
presentation should have diagrams of different types of cells
(plant vs. animal). Go through the parts of each. What similarities
do you see? What differences? Write the students responses on
the board in chart form. Once the students have a grasp on the
general makeup of the cell, proceed to start telling them what
each part is responsible for. Go through each slowly, and ask
students to repeat the information back to you. Be sure to point
to each part when talking about it so that the students can make
connections.

Body (35 min):


Cell Assemblage Activity
Inform the students that they will now be making their own cells
(one plant and one animal) on poster paper with construction
paper and markers in groups. Put the students in groups of 2 and
give each a letter, either A or B. On another part of the board,
write out the steps of the first part of the activity while explaining
each. The first cell the students will be making will be a plant
cell, then they will move on to an animal cell, and filling out a cell
functions worksheet (individually, but can work in the partners
still).
Step 1: Partner A collect 2 poster papers, coloured construction
paper, and the cell reference sheet. Partner B collect markers,
scissors, and glue.
Step 2: As a group, make different parts of a plant cell out of the
construction paper.
Step 3: Partner A is in charge of assembling the cell on the poster
paper, while Partner B is in charge of labelling the parts.
Step 4: Once completed, show to teacher for approval.
Step 5: Once approved, start on the animal cell.
Step 6: As a group, make different parts of an animal cell out of
the construction paper.
Step 7: Partner B is now in charge of assembling the parts, while
Partner A gets to label.
Step 8: Once completed, show to teacher for approval.
Step 9: Once both have been approved put names on both and
work on functions sheet and hand in.

Closure (5 min):
LESSONS THAT FIT ASSIGNMENT 4

The students are to hand in each of their (labelled and named) cell
posters into a pile at the back table, along with their fill in the blank
sheets in a separate pile. The students are then to clean up their
workspaces and return to their desks to have answer the question:
what do YOU think the importance of cells is to all living things? They
will be learning this in the next class.

Adjustments (already made to the lesson plan)

I have decided to include a detailed presentation at the


beginning of this lesson in order to properly inform the students in
what they need to know. Including lots of visual diagrams and having a
thorough explanation for each will also benefit the students, John
especially. Providing step-by-step processes on the board is something
else that will improve his learning. In having the students work in
partners and assigning them a letter, they receive a specific job for
each activity. I have the students get up to get their own materials, and
come to show the teacher their work so that they are not sitting the
entire time. The students are working on their own, yet have a set of
guidelines they need to follow. Having a final discussion at the end of
the class will help lock the newly learned information in place, and
also notify the students on what to expect for the next class.

Rationale

For this lesson, I have decided to be as thorough as possible. I


have already modified the lesson plan to better meet Johns needs. I
decided to reference the table on page 80 in the textbook to better
guide my thinking and reasoning. According to the table, students with
ADHD have difficulty understanding orders of events, attentiveness in
that they need comprehensive instruction, difficulty in expected
processes and staying focused. By taking time to describe each
individual cell and its parts, all the students benefit and have a better
chance at success. Having diagrams, discussions, and written visuals
will be useful in ensuring that all the students understand the
information being relayed to them. Asking questions throughout the
lesson is beneficial to the students thinking and understanding of the
material. Visual directions will help John follow step-by-step processes
so that he does not get lost throughout the activity. Seeing as he has
difficulties with organization, this will help him stay on track. This will
also help any other students who may need visual instructions to guide
their thinking. In giving specific jobs for the activity (Partner A/B), and
LESSONS THAT FIT ASSIGNMENT 5

having the students work in pairs, social skills and understanding the
importance of taking turns are emphasized. By personally choosing the
partners (as the teacher), John will not be left out by his peers, as he
seems to be normally outside of class. It is the duty of the teacher to
pay attention to those who may not mind working with John. Picking
partners is a difficult task that requires a lot of attention and careful
thinking. In the case study, it says that John has always been an
intelligent individual. As long as he is given the proper help he needs,
he will be successful.

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