Erin Myler

            The central focus and purpose of this lesson is to teach students to describe animal characteristics, group animals based on the characteristics, compare and contrast animals, and learn about extinct species. Students should use technology for both research and creating a presentation using synthesized research. Students should be able to work collaboratively in a group and learn from their peers’ presentations.

 

            My students are able to select appropriate technological resources needed to gather, analyze and interpret data. They have a basic understanding of animal development and simple characteristics. They know that some animals are extinct. All of these things they learned in the previous grade. They are still learning in more detail about animals and plants and how they are interconnected. My lesson plan utilizes what my students already know, I provide them with the information they need to meet a state standard, and it provides them knowledge they can build on and reflect back to in future grades. My school has around 500 students and has a library, computer lab, and an enrichment program. I have 17 students in my class with a 7/10 male to female ratio. We have small group time aimed at students who need remediation or extra help in certain areas, and four of my students are in the enrichment program. My classroom is diverse and I have students of many races. Most of my students come to class ready to work and eager to learn, but sometimes I have a couple that sleep during lessons or talk excessively and get off topic. Many of my students, (Harry in particular) love animals, so I chose this standard to teach and expand into a research project utilizing technology.

 

            The original lesson’s main strengths can be directly related to my ciphers; Tommy is a blind student and Harry is a student with Fetal Alcohol Syndrome who loves animals and is currently struggling with neglect and his father falling ill. This specific topic of animals will certainly interest Harry. The tactile models of the animals in my lesson will help Tommy learn, interest Harry, and benefit my class as a whole. Sarah Hughes explains in her article, “Using tactile models in the way I have described helps visually impaired students to make sense of a concept…It could also be a useful tool for reinforcing understanding among sighted students” (Hughes, 2015). As for technology, Tommy might need considerable accommodations. For example, I a computer that had a braille keyboard and speech access software to read to him what was on the screen increases his access to technology (Accommodations and Modifications at a Glance, 2015). I would also conduct his assessment orally to better demonstrate his learning. With these accommodations plus the help and support of his group members, Tommy could successfully complete this lesson plan and any other project or activity that involved technology.

 

            As for Harry, his needs are more emotionally based, given his family situation. As his teacher, I would be sure to provide him support and encourage him in the classroom. I would allow him to come to class early everyday to help with the bulletin board to give him attention that he might not receive at home. This specific lesson would pique his interest in animals and give him more opportunity to positively interact with his classmates in the group project setting. Concepts presented in a concrete fashion, especially with visuals, helps the students learn and develop better memory skills (Johnson et. al., n.d., pg. 20). With the physical models of the animals and the pictures and visuals involved in the PowerPoint, Harry will have a better chance of grasping this concept of animal classification.

 

            My lesson plan provides two forms of summative assessments, the formal animal group chart and the informal PowerPoint project. The chart tests students on their understanding of animal groups and their characteristics after the lesson. They demonstrate their knowledge by correctly categorizing the animals discussed in class based on their shared characteristics. The PowerPoint project is an authentic, project-based assessment. The Technology Integration textbook explains that some project-based assessments have well-defined parameters, offers limited choices, and must have some specification (Cennamo et. al., 2014, pg. 173). The PowerPoint presentation in my lesson requires a final product, offers students choice in which animal they research, and has specific criteria for information included in the PowerPoint. It also provides real-world context, having students classify animals first hand the way scientists would.

 

 

 

References

 

Accommodations and Modifications at a Glance: Educational Accommodations for Students Who Are Blind or Visually Impaired. (n.d.). Retrieved March 06, 2016, from http://www.afb.org/info/programs-and-services/professional-development/experts-guide/accommodations-and-modifications-at-a-glance/1235

 

Cennamo, K. S., Ross, J. D., & Ertmer, P. A. (2014). Technology Integration for Meaningful Classroom Use (2nd ed.). Wadsworth, Cengage Learning.

 

Hughes, S. (2015, March 6). How I teach – Keep pupils in touch with tactile models. Retrieved March 22, 2016, from https://www.tes.com/article.aspx?storycode=11006621

 

Johnson, B., Tamboline, A., Williams, L., & Wright, L. (n.d.). Special Education: Teaching Students with Fetal Alcohol Syndrome. Retrieved March 06, 2016, from https://www.bced.gov.bc.ca/specialed/fas/memskil2.htm