designing curriculum and learning environment for students with special needs
DESCRIPTION
A lesson plan on "Garden Plants"- based on UDL & CRP guidelines to cater to children with special needs.TRANSCRIPT
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Our Mystery Garden!Our Mystery Garden!
Done by:Jasmine Chong
Lydia Hong Amanda Liew Isabella OngSerena Teo
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Curricula UnitCurricula Unit
• Unit Title:
Garden PlantsGarden Plants• Grade Level: Years old
• Topics Covered: Science, Mathematics, Language,
Moral
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Brief Summary:Brief Summary:
• Garden Plants– Parts of the plant– Life cycle– Conditions for plants to
survive– Know how to plant and
care for plant
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Teaching Goals:Teaching Goals:
Children will know how to plant and care for at least one plant
Children will be able to identify the different garden plants
Children will be aware of the things and tools that help the plants grow better
Children will be able to know the characteristics of different plants
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Text and MaterialsText and Materials
Garden filled with plants
Different Materials & Equipment for gardening
} CRP:
} tap into
} community
Books
Internet Resources
Professional Help
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Universal Design for Universal Design for Learning (UDL)Learning (UDL)
Multiple ways of assessment:– Setting different ways where children can express
their understanding
Multiple pathways to get information across– Different activities to help children learn something
Different teaching methods and materials– Using various materials
Teacher and children can benefit
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Culturally Responsive Culturally Responsive Pedagogy (CRP)Pedagogy (CRP)
Definition:•Recognizes, respects and use students’ identities and background as meaningful resources for creating optimal learning environment
Setting of high yet realistic goals
Activities challenge children but ensures success
Make the most out of the environment an materials available
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Stage One-Desired Stage One-Desired ResultsResults
Children will understand that:Plants are living things and have basic needs in order to survive
Sunlight, air and water!
Plants grow differently under different conditions
How plants reproduce
Plants respond to changes
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Essential QuestionsEssential Questions
How are plants similar or different to us?
How do we help keep plants alive? What make plants alive?
[comparison to cars]-how do we know plants are alive?
What keep plants alive?
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Essential Questions Essential Questions (cont’)(cont’)
Why is there a need for plants to reproduce?
What roles does a plant play in the garden?
Do plants eat & do you know how? Why do plants respond to changes?
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Essential Questions Essential Questions (cont’)(cont’)
UDLUDL– Help guide information processing– Highlight critical features, big ideas and
relationships [between plants and us]– Recap and recall background knowledge
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Learning ObjectivesLearning Objectives
Parts of plants
That plants are living thing
Life cycle of plants
Responses to change
Things needed for plants to survive
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PerformancePerformance ObjectivesObjectives
Students will be able to:– Identify the different parts of the plants
and their uses– Recognize plants at its different stages
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PerformancePerformance Objectives Objectives (cont’)(cont’)
Students will be able to:– Plant a plant and care for it
• Experimenting with different conditions
•Different kind of seeds (eg. cooked and uncooked, different plants)
•Using different tools
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PerformancePerformance Objectives Objectives (cont’)(cont’)
UDLUDL• Aim to provide new knowledge
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stage two:assessment evidence
Performance Tasks– Use clay to mould the life cycle of a plant[drawing, paint, collage or sculpting]
UDL:UDL:• Provide varied ways to respond and allow
choices of media for communication • Increase individual choice and autonomy
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Assessment Evidence (cont’)
Performance Tasks– Documentation panels – Graph
• Plot graph of plant growth
UDLUDL•Facilitate managing information and
resources•Enhance capacity for monitoring process
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Assessment Evidence (cont’)
UDLUDL• Provide alternatives for visual information
–Discussion with mixture of open and closed ended questions
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Key Criteria-Key Criteria-final assessmentfinal assessment
Quality of children’s responses during discussion
Children’s progress and growth in understanding of plants– Compare first and last stage of documentation
Journal keeping
UDLUDL• Develop self-assessment and reflection
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Final assignment (cont’)Final assignment (cont’)
Shows understanding and is able to mould plants
[at least verbally explain the plant they have molded]
UDLUDL• Cater to children who may not be able
to mould clay
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Other EvidenceOther Evidence
Peer evaluation
UDL:UDL:•Foster communication and collaboration
•Develop self-assessment and reflection
CRP:•Group discussion when everyone’s view is taken into consideration
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Other evidence (cont’)Other evidence (cont’)
Teacher’s observation
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Stage Three-Learning Stage Three-Learning PlanPlan
•WW-How students will know where they are headed and why.– We provide resources, children do their own
research– A flow chart– Learning/specialised corner
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Learning plan (cont’)Learning plan (cont’)
•HHow instructor will hook students into engaging in lesson Hands-on activities [planting, sculpting,
research &observation] Field trips
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Learning plan (cont’)Learning plan (cont’)
UDLUDL• Provide appropriate tools for composition &
problem-solving• Provide varied ways to interact with materials
UDL& CRP• Increase individual choice and autonomy
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Learning plan (cont’)Learning plan (cont’)
•EEvents can students experience to make ideas and issues real? Hands-on activities Experiments Field trips Observations
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Learning plan (cont’)Learning plan (cont’)
•RR-How will you cause students to reflect, rethink and or to dig deeper into the core ideas? Discussions Research & Findings Experiments Plot graph of plant growth
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Learning plan (cont’)Learning plan (cont’)
UDLUDL– Alternatives for auditory and visual
information
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Learning plan (cont’)Learning plan (cont’)
•EE-How will students exhibit their understanding about their final performance and exhibits?– Able to do an art work of the life cycle of a
plant– Documentation panels– Discussion
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The end!The end!
Why wasn’t I mentioned?...