Adapted Lesson Planning Assignment

Madison Demers
Fall 2020

Component One: Organizational Information

Teacher Madison Demers
Grade 5/6 adapted integration program
Name(s) TA: Allison Coulling
Level(s)
Unit(s) /
Subject
Area(s)
Science Topic(s) / Sky Science
Strand (s)
Start/Stop Position
Times + of Lesson
Lesson
1 week
within
Adapted Program
Duration Sequence:
Overarching
Question(s) 1. How can we improve our skills in patterns and writing sentences?

Component Two: Description and Rationale

This is an adapted program lesson plan for integration for a student with down syndrome. This
Description: lesson plan is modified to fit the needs to student and will include ways to find patterns,
labelling planets and organizing them in order, sentence building, and an art painting and
project.
It is important for including the integration and well-being of every student in the curriculum.
Rationale: Especially science where they can express and expand knowledge about their own knowledge.
Finding fascination with new information.

Component Three: Learner Outcomes

General
Learner
Outcomes(s) 6-7 Observe, describe and interpret the movement of objects in the sky; and identify pattern
(GLOs) and order in these movements.
(or equivalent)

Specific 9. Recognize that the other eight known planets, which revolve around the Sun, have
Learner characteristics and surface conditions that are different from the Earth; and identify examples of
Outcome(s)
(SLOs) those differences.
(or equivalent) 12. Understand that Earth, the Sun and the Moon are part of a solar system that occupies only a
tiny part of the known universe.

Component Four: Learning Objective(s) and Assessment Evidence

Learning
Objective(s) Students will explore the complexities of the universe and our own galaxy.

Intended
Learning Objective Driving Question(s) Response(s)

Students will explore the  How can we organize the Student will have varying answers for
complexities of the universe and planets in order? each, and questions that are
our own galaxy.  How can we remember the regarding comprehension of what is

1

planets?
 What are they excited to
learn about or what do they
like about space?
 What has been the
highlight of your week?
 What did you like learning
about most?
 If you could learn
something else about
space, what would you
want to learn?
Adapted Lesson Planning Assignment
Madison Demers
Fall 2020
learned. The goal is to have a basic
understanding of the planets and
their order and building
comprehension skills with sentence
building about the planet of their
choice.

Component Five: Pre-Lesson Preparations

Curriculum Resources Materials and Equipment
EA support equipment for adapted learning Planet flashcards
Planet review sheet
https://www.youtube.com/watch?v=noiwY7kQ5NQ (song Colouring book that will be put into a duo tang
for student to watch about order of the planets) Poster paper and painter for art project

https://app.discoveryeducation.ca/learn/videos/af40e416-
58ae-426c-babf-2a7140daed7a?embed=0 (magic school
bus video)
Scholastic, 1994. The Magic School Bus: Gets
Lost in Space. [Full Video]. Available from
https://www.discoveryeducation.com

Teacher Tasks
Creating colouring information book and duotang
Obtaining planet review sheet and flashcards
Poster Paper and paints

*allotted time for assignment and lesson work will be communicated with the EA and how we
can best assist and support student.

Component Six: Body (introduction, activities, closure)

Introduction Time
Allotment
Attention https://www.youtube.com/watch?v=noiwY7kQ5NQ
Grabber
Videos might help student engage with material easier, will also be working with
rest of the class for introduction and material like videos. Also, will be attending
the video about the planets with Ms. Frizzle and the magic school bus.

https://app.discoveryeducation.ca/learn/videos/af40e416-58ae-426c-babf-
2a7140daed7a?embed=0 (magic school bus video)

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 Adapted Lesson Planning Assignment
Madison Demers
Fall 2020
Scholastic, 1994. The Magic School Bus: Gets Lost in Space. [Full
Video]. Available from https://www.discoveryeducation.com
Description
Student will benefit from video and auditory learning, as well as it being visual it is
and
easier to comprehend information in that form.
Rationale
Time
Activities Allotment
Learning Student will be engaging
Activity #1 with new material
presented them using
planet flashcards, they
will be working on
organizing them in order
to understand how the
planets fit into our solar
30 minutes
system and what we can
to one
see from Earth. The
hour, if
order of the planets
done early,
should be as such:
move on to
 Sun
colouring
 Mercury
or
 Venus
colouring
 Earth
planet
 Mars
book
 Jupiter
 Saturn
 Uranus
 Neptune

Student will then work with EA to write a sentence for each planet on what they
visually see:
Ex. The sun is bright!
Transition Each day and after each activity student will have a discussion about what they
learned about what they are excited to learn about next.

Can they orally list the planets in order?

What are they excited to learn about or what do they like about space?
Learning Student will work through a colouring information book about the This will
Activity #2 planet, obtaining visual and sentences regarding the planets in the take some
solar system. She will work through a few pages every now and then time to
to obtain the information she needs. complete
throughout
She will work with the EA in order to read science vocabulary in the the week
book and gain assistance in understanding what the sentence is telling and
her. assigned
science
time. Move
on to
planet
review and
pick a
planet to
do the art
project

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 Adapted Lesson Planning Assignment
Madison Demers
Fall 2020
based on.
Transition Each day and after each activity student will have a discussion about what they
learned about what they are excited to learn about next.

What is their favourite fact about space?

What are they excited to learn about or what do they like about space?
Can they orally talk about their favourite planet and a fact about it?
Learning Student will work through reading
Activity #3 comprehension and information
presented to her using this visual
aid. Each question has an answer
that is regarding a particular planet,
she will be able to physically point
out the answer and talk through the
information with her EA and teacher
about what she may not
Throughout
understand.
week, to
complete
After review:
painting
Student will choose planet to create
and planet
sentences about and paint. Paints and poster paper will be provided for the art
sentences.
project and student will work with EA to complete sentences based on the planet
of their choosing.

Ex. Student could pick Jupiter, and draw out and paint Jupiter, then create
sentences like:
Jupiter is a has giant.
Jupiter is a big planet.
Jupiter has a giant storm.
Etc.
Transition What has been the highlight of your week?
What did you like learning about most?
If you could learn something else about space, what would you want to learn?
Closure/Cliffhanger Time
Allotment
Assessment Did student show excitement to learn and attempt assignments?
of Learning: Did student show understanding of material presented to them?
Was student engaged with planet project painting and sentences built?

Component Seven: Teacher Reflection

What worked
well? Why?

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 Adapted Lesson Planning Assignment
Madison Demers
Fall 2020

What didn’t?
Why not?

What would
you do
differently
next time to
further
promote
optimum
learning for all
students?