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Summary

6th grade lesson plan designed for a child with bipolar disorder...

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Lesson Plan Simmons Students: Janelle Bellerose, Colleen Cotter, Gemma McNeil, Jenna O’Hara Date: November 20th, 2018 Learners: 16 students (15 General Ed. Students, 1 Special Ed. student (*AE)) Name of Lesson: Phases of the Moon Grade: 6th grade 1. Curriculum Frameworks Addressed Area: Science and Technology Strand: ESS1. Earth’s Place in the Universe Standard: 6.MS-ESS1-1a. Develop and use a model of the Earth-SunMoon system to explain the causes of lunar phases and eclipses of the Sun and Moon. SPED Objectives for Learners: 

Given a group or partner, learner will demonstrate social communication skills by contributing to the activity (e.g. eye contact, appropriate vocal level, body orientation, etc.) in 100% of opportunities presented.

2. Lesson Objective/ Purpose 

Given a Kahoot quiz on the IPAD of the 8 phases of the moon, learners will demonstrate knowledge and understanding of the lunar phases by assigning labels to the corresponding phases for each phase with 6/8 accuracy. (this is only 75%... should we make it 8/8?)

3. Teacher Actions/ Pacing Parts of the lesson a. Introduction: (2 Minutes)  Teacher will tell the class that they will be watching a video that explains the Phases of the Moon  https://www.youtube.com/watch?v=i235Y2HRksA Rules and Expectations Review: (1 minute) Review classroom rules that will be posted in a visual format Call on different students to model rule and give an example Mention that rules like #4: “Work quietly and do not disturb others” will be important for this lesson as the class will be working in groups for a majority of the today’s activities Agenda Review: (3 minutes)   

Review the agenda for the lesson: o Have a visual on the board, including an estimate of how long each activity should take o Allow for questions to be asked o Throughout the lesson, check off which steps have been completed o Address the students and tell them that if the lesson goes smoothly and finishes on time, they will receive 10 minutes of free-time allowed in the classroom b. Body of Lesson: Direct Teaching (more detail) (systematically teach all moon phases) 

The class will be seated at their desks oriented to the front of the room toward the Smartboard  Have anchor chart of labeled moon phases hung up on front of board  Review anchor chart add details  Teacher will review the full moon first...etc  Go over Powerpoint slides → each slide will depict visual representation and characteristics of each phase  Each slide has a phase of the moon (in order) with the corresponding label  Explain the sun’s position in relation to the Earth and moon  Refer back to the anchor chart when describing each of the 8 phases  T. does --> have phases covered and reveal moon phase Activity #1: Moon Phases Demonstration (10 minutes) 

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Students will break up into pairs by having the teacher randomly draw two name sticks at a time o Teacher has a jar of popsicle sticks with each students name on them *AE Each group will gather the necessary materials needed: small ball (May choose between styrofoam, Playdough, and foam stress ball with a small hole in it), and a stick (May choose between skewer, ‘Cake-pop’ stick, and colorful straw) 1 of each per group so group members must communicate to mutually agree or each get to choose one of the 2 material options, and two sticky notes *AE Each student will use the sticky notes to write East on one and West on the other o The east sticker will go on the students left shoulder and the west will go on the right shoulder o Meanwhile T. will set up the rest of the room: Turn off lights in the front of the class, draw the shades, plug in lamp without lamp shade, elevate lamp on the front desk/table using books, and turn on

Model 

T. will then regain the attention of the class, students can either be seated at their desks or standing but oriented to the T. in their pairs (AE*)

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T. will go over the important details of the activity and explain that the ball they have chosen will represent the moon, and the lamp represents the sun T. will model the activity by using a ball on a stick and rotate to display each moon phase T. will vocally express which phase is shown on the ball

Practice  In the groups, students will decide who will be the “demonstrator” and who will be the “recorder”  The students will take turns holding their “moon” and pivoting their bodies in a circle while standing on the “X” starting to turn toward their left o From the first position they should see a “new moon” because there will be no light shining on the ball (moon)  At this point, the recorder will write down the phase their partner is currently viewing o From the second position they should see a waxing crescent because there will be a sliver of light starting to show on the ball (moon) and so on  The students will continue to rotate while their partner records until they see all of the phases of the moon shown on their ball  Once the students have all taken turns seeing the phases, the students will return to their seats and regain the attention to the front of the class 

Review  T. will do the activity one more time and the class will call out the phases each time the T. stops  Students will take out their recording sheet and name each phase along with the teacher  T. will the turn the lights back on and ask the class if they have any questions  Compare to anchor chart  Students will open their Emotion Apps “YouHue - Know Your Students” on their Ipads, type in their name, and press a boardmaker emotion to depict how they felt during the activity (*AE) (Do we want everyone to use the app or should just the SPED learner?  The T. has an account that will recieve all of the students responses Activity #2: Oreo Cookie Lunar Phases - Group work (15 Minutes)   

Model

Students will be broken up into groups of 4 by counting off from numbers 1-4. All 1’s will be grouped together, all 2’s will be grouped together, etc. Students will move their desks to face each of their group members *AE T. will give directions for the lesson and pass out activity (Figure 2)

The teacher will explain that a new moon has no light shown, so there should be no cream filling on the oreo “moon”  T. will demonstrate what the students will be doing with their Oreos by showing one phase (New Moon) Practice (explain how the plate will be attached to the desk and explain how they will take turns 

Students will each go up to the teacher’s desk and retrieve a plate of 6 Oreo Cookies each (There are no food allergies)  T. will set a timer for 10 minutes  After returning to their desks, the group will work together and discuss which phase belongs in which block *AE  Each member of the group will scrape their cookies into the appropriate shape that belongs with the corresponding phase of the moon and place them on the worksheet: o Students will have access to a graphic organizer if they need help with the phases. Review  Once the timer goes off, the teacher will call on each group to hold up their Oreo for the corresponding number on the worksheet  T. will also hold up a correct moon o The entire class will then hold up theirs if it matches and compare to the anchor chart o Each student will then use a pencil or other writing instrument to shade in the moon on their paper so it corresponds with the Lunar Phase (and the oreo shape) o A second member of the group will tell the scientific name of the moon shown (i.e waxing gibbous) o A third member of the group will state the position in relation to the Earth/Sun (i.e upper left of the Earth, or North West) o The fourth member of the group will tell which moon phase comes before and after the one being discussed (i.e waxing gibbous comes after first quarter and before full moon) *AE ~ (everyone in the group must contribute to the class discussion by answering a question)  Offer students a break if time allows *AE  Students can now eat their remaining Oreos if they wish, or can get up to throw them out 

c. Assistive Technology Motivator (fitbit type of tech) warns them how long is left in the activity 

Graphic organizer o SPED Student have the choice to use a graphic organizer to help them during the activities

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Ipad with emotion app “YouHue Know Your Students” o This app is specific to the SPED learner but all students will have access to it

d. Review Key Concepts from Lesson (3 minutes)     

Go over the activity and ensure all students have the correct answers shaded in Ask students if they have any questions regarding the phases shown Review the phases of the moon in order using the anchor chart from the beginning of the lesson that has been up on the board Have students give a thumbs up or thumbs down on how they felt about the activity *AE Have the students give a thumbs up or thumbs down on how they feel regarding the information

4. Evaluation Procedure for Lesson Objective: Kahoot “Quiz” Model     

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For this portion of the lesson, the teacher will cover up the anchor chart so the students will not have access to it The teacher will go over the rules of Kahoot Each student will retrieve their IPads and open up their Kahoot Apps Kahoot URL will be written on the whiteboard and the students will be responsible to log on and find online quiz Teacher will check that all students are logged on to Kahoot and ready to take the quiz. (Students will put a thumbs up when they are ready to start) There will be an example question “What animal is this” o There will be a picture of a cat with options a. Dog b. Cat c. Pig d. Bear  T. will choose the correct answer (B) and Kahoot will reward the appropriate points

Assess The students will compete in the Kahoot Quiz by answering questions about the moon phases o For each of the 8 phases there will be a question with a picture of one of the moons and the students will choose from multiple choice answers a-d the corresponding phase Review 

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The teacher will go over the answers and make sure the students understand what the answers are and refer back to the anchor chart when necessary Students will be graded on how many answers they got correct

f. Lesson Closure  The teacher will go over the anchor chart one more time and have the students all say each phase out loud together  There will be a cut and paste worksheet assigned for homework that will be passed out  Students can receive a break or free time following the lesson and have access to games, quiet time, going on a walk, computer time, etc.

4. Accommodations (PUT MANY PICTURE ON THE POWERPOINT) Setting 1. Student will sit close to teacher in the front of the classroom for easier attending, as well as close to door in case student has to dismiss themselves, take a walk, fill up their water, or be removed from the class for disruption Presentation 1. Kinesthetic learning - Moon Phase interactive activity (more collaborative) Explain 2. Visual learning - Hand held graphic organizer that student can have at their desk to reference and Anchor Chart on the board change 3. Oral learning- Teacher explaining the phases of the moon paired with the visual powerpoint Giving cues to important information to tell student they will be called on next 4. Calming music, calming scents, ect? LOOK AT ACCOMMODATION SUGGESTIONS ON MOODLE

Response 1. Student will provide feedback for how they are feeling via iPad app “YouHue: Know your students” After each activity the student will use the “YouHue App” to tell teacher how they are feeling. Every student will use this APP after every activity in the class because it is part of “class culture” 2. Alternative assessment, will have a drag and drop interactive online template to place the label with the corresponding moon on their IPad instead of/or along with the Kahoot app (the drag and drop will be the one scored due to the fast paced level of Kahoot causing potential anxiety)

3. Whiteboard responding: Student will have the option of writing things down on a white board and showing the class when it is their turn to talk in the group discussion Each group will have a “recorder” to write down the response on the whiteboard and AE* willbe assigned to the recorder 4. We need a fourth but I can’t think of anything else??? Response (4) (student) How student will demonstrate knowledge or understanding I.e.: Written, oral, microphone, keyboard (make sure the students can respond in a way that is easiest for them) Timing 1. Lesson will be presented in the morning before student gets drowsy from certain medication Provide student with extra time by changing settings to allow for an extra 5-10 seconds Other students can drop everyting and read if they finish early 5. Materials                       

Oreos Oreo activity sheet Pencils Pencil grips Timer Jar of popsicle sticks with students names Variety of small balls (Styrofoam, stress balls, playdough Variety of sticks (straws, skewers, cake-pop sticks) Lamp without lamp shade Tape Graphic organizers IPads with “YouHue: Know Your Students” app and “Kahoot” Sticky notes Paper Plates Plastic knives Anchor chart Rule list chart Whiteboard markers Individual whiteboards Smartboard Presentation slides with phases of the moon IPad chargers

6. Possible Problems

Possible Problems

Solutions

Forming unsuccessful or uncooperative learning groups between students by randomly choosing names on a popsicle sticks

Teacher will monitor groups to ensure members are cooperating and regroup if necessary

Student with Bipolar Disorder (AE) engages in behavior that is disruptive/potentially harmful

Teacher will redirect and follow behavior management guidelines/remove the student from the room to the appropriate location (guidance counselor's office) if the episode escalates

The lamp will not turn on

Teacher will have a backup light bulb, and a flashlight

Failure to achieve objectives

Go over key concepts and more practice again the next day

If the “Youhue Know Your Students” app doesn't work

Have a physical board to assess student emotion with velcro Boardmarker emotions to manipulate

Run out of time before we can get to the second activity

Plan for this to be the first lesson of the day and have an extra 30 minutes available

Students eat the oreos before the lesson is finished

Bring alternative materials: white paper plates and black construction paper

Computer won’t connect to the wifi and the “grabber” phases of the moon video is unavailable

Bring in a pop up picture book that represents the phases of the moon and pass it around the class

An IPad is not charged/dies during the lesson

Have charging station at a table with chairs so students can charge their IPad while still paying attention to the lesson and engaging with their IPad when necessary...