ADAPT Instruction Assignment

AG1: Kate Holcomb, Emily Martindale, Abigail Lutjelusche, Connor Scholz, Libby Wilkins

Description of Student X

Student X has been identified with Autism. This student’s parent has no concerns at this time
but did share that the student has a kind heart and a great sense of humor. Their teachers
discussed the student's strengths such as how they have great stamina as a writer, have strong
math skills, are punctual, have a strong interest in art, as well as caring and sweet to both
instructors and peers alike. However, this student needs improvement in using work time
productively, staying on-task, limiting distractions, and requiring fewer redirects to get them
back on task. The IEP team has decided that the student does not need help with behavior,
vision, hearing, communication, or assistive technology. When it comes to addressing this
student’s needs, they can be condensed into three major categories: time management,
staying on task, and limiting distractions.

Flower Dissection Lesson Plan

Below is a lesson for a high school Introduction to Agriculture, Food, and Natural Resources
class. This lesson is designed for a 50-minute class period. Time adjustments will be made
accordingly. Based on our ADAPT framework, we have created suggestions for adaptations to
the lesson which can be found in blue.

Essential Question:
● What parts of a flower can be identified by dissecting it?
Objectives:
● Identify parts of the flower.
● Demonstrate how to dissect a flower using 5 steps.
Nebraska State Standards Addressed:
● AFNR.HS.20.6.c - Identify the function of plant parts.
● AFNR.HS.20.10.a - Identify and practice safe laboratory practices and procedures.
● AFNR.HS.25.2.e - Identify the role of flower structures in plant breeding, production,
and use.
Materials:
● Fresh flowers with large plant parts (lilies preferred) (must be perfect flowers)
● Advance organizers
● Cup of water
● Tweezers
● Scissors
● Magnifying glass (optional)
● Writing utensils for labeling
 ● Tape

Teacher Pre-lesson Directions:

1. Determine if students will be working individually or in groups.
a. If in groups, split accordingly.
2. Gather and divide materials for every group or student.
a. Be considerate of possible sensory sensitivities when gathering materials. (e.g.
tools or gloves, if applicable)
Lesson Directions:
1. Bell Ringer/Interest approach: Direct students to begin with Section A of their advance
organizer. (We do)
a. Check in with student X to ensure they can find section A and are on-task.
b. Write in the first letter for each blank (if needed).
i. This will help maintain focus and increase on-task behavior.
2. Once students have completed Section A, check their answers for accuracy. Review as a
class if needed. (We do)
a. Stand by student X during this portion of the class to make sure the student is
remaining focused.
3. Direct the students to read the lab procedure printed on their advance organizer. (You
do)
4. Demonstrate (model) the flower dissection to all students following the dissection
steps below. (I do)
a. Encourage help from student X to keep them engaged in the lesson. Ask them to
hold something or assist in some way to allow them to be a part of the
demonstration.
5. Direct students to begin their dissection (either in groups or individually as determined.
(You do)
a. Ensure students are following procedure.
b. Check students for accuracy in matching their parts.
c. Use questions to direct students to correct answers as needed.
d. Allow student X to work with other self-sufficient students for the dissection
portion of the lesson. This should happen at a lab table near the front of the
room with limited distractions around the student. The teacher should still
ensure that student X is helping the group with the dissection but is remaining
on task with the other group members. If working alone, the teacher should
ensure the student remains on-task by checking in regularly and helping the
student when appropriate.
e. Provide Student X the option to draw each flower part in the “Part of Flower”
section of the advance organizer instead of taping, if desired.
f. For Student X, provide a fill-in-the-blank framework to properly identify the
function of each flower part.
6. Proceed to Review/Closure.
Dissection Steps: (You do)
1. Closely examine the flowering plants (can use a magnifying glass).
2. Use hands, tweezers, or scissors to dissect the flowering plant.
3. Once parts are removed, place them in their corresponding section of the advance
organizer. Place any unknown parts in the “receptacle” section.
4. As a class, classify the parts placed in the “receptacle” section.
5. Clean up workstations
Review/Closure: (We do)
● This lab helped us to see what flower parts look like up close and in real life. What were
the 5 main parts of the flower? We also got to see that while all complete flowers have
these 5 parts, they can look different from flower to flower, right? The petals on the
carnation are not the same as the petals on the lily, and the same goes for the stem,
leaves, stamens, and pistils.
● Review the functions of each flower part.
○ For Student X, provide a fill-in-the-blank framework to properly identify the
function of each flower part.
Name: ______________________________________________ Date: _________________
Introduction to Agriculture, Food, and Natural Resources
Plant Science Unit

Section A: Label the Parts of a Flower

Word Bank
Filament Petal Anther
Style Pistil Ovary
Stamen Pollen Stigma
Receptacle Sepal

Section B: Flower Dissection

- Read the below steps before beginning your dissection.
- Once you have completed each step of the procedure, place a checkmark in front of the
number.
- If you have any questions - stop, raise your hand, and wait for help.
Procedure:
1: Examine the parts of your flower. You may use a magnifying glass if you would like.
2: Carefully begin dissecting your flower. You may use tweezers, scissors, or your hands.
3: Flip your paper over and match each flower part to the correct section.
4: Raise your hand to have your parts checked. Make adjustments as directed. Once all parts
are correct, tape down the flower pieces.
5: Write the function of each part.
6: Clean up your lab station.
 PART OF FLOWER FUNCTION
______________________________________________________________________
PETAL

______________________________________________________________________
STAMEN

ANTHER

______________________________________________________________________
FILAMENT

______________________________________________________________________
PISTIL

STIGMA

______________________________________________________________________
STYLE

______________________________________________________________________
OVARY

______________________________________________________________________
RECEPTACLE
ADAPT Framework Planner
notes:

A ASK “What am I - Students will be able to label the reproductive parts of a

requiring the flower.
student to do?” - Students will be able to locate and identify these parts on a
plant.

D DETERMINE the - Understand parts of a flower

prerequisite - Be able to use common dissection tools
skills of the - Able to work with a partner/partners
task. - Communicate with a partner/partners
- Able to write
- Be able to maintain a safe lab environment

A ANALYZE the Strengths: - Caring

student’s - Wants to do well in school
strengths and - Great writing stamina
struggles. - Strong math skills
- Good Attendance
- Hardworking

Struggles: - Time management

- Staying on task
- Easily distracted

P PROPOSE and - Student X will be seated towards the front of the room to
implement help limit distractions (Delivery)
adaptations - The teacher will encourage Student X to actively participate
from among in the group lab dissection. (Activity)
the four - If student X is alone, the teacher will constantly check
categories: up on the student to make sure she is still on task
Activity, (Activity)
Content, - Student X will have a definition bank and will be able to use it
Delivery, and while defining the functions of the parts of the flower.
Material (Content)
- Potentially fill in the first letter of each part that needs to be
identified in Section A for Student X, if she needs more help
with the identification. (Content)
- Lab materials will be adjusted if needed to comply with
Student X’s needs and sensory issues. (Material)
- Student X will have the option of drawing the parts of the
flowers in the correct section of the Plant Parts organizer.
(Materials)

T TEST to - Check to make sure Student X is following along in the

determine if the bellringer and during the lab.
adaptations - At the end of the lesson, look over the worksheet briefly with
 helped the Student X and answer any questions that they may have.
student - Alter or change any accommodations that do not seem to be
accomplish the working
task. - A few indications that a change needs to happen are
lack of time management, getting easily distracted,
and not staying on task

Assignment Write-Up

Our classroom is a 7-12 agriculture classroom that teaches various classes. For this particular

lesson, students are enrolled in Introduction to Agriculture, Food, and Natural Resources

(AFNR). This class covers a variety of units including plant science, animal science, food

science, agriscience, Introduction to FFA, agricultural mechanics, welding, and more. This

lesson follows Nebraska State Standards, more specifically the standards for Nebraska Career

and Technical Education. This particular class has students ranging from grade level 9 to 12. All

students enrolled in this class are in their first agriculture class.

Our classroom is a traditional one-teacher classroom. No additional adults are in the

room except for special instances where students have a paraeducator with them at all times.

As such, the classroom is designed in a way that encourages student engagement.

Additionally, collaboration is an important component of our classroom experience. With these

things in consideration, our classroom is designed as described. A main teacher's desk is

positioned to the front left of the classroom, off to the side of the whiteboard. Student desks

are in groups spread throughout the classroom. All desks are at traditional height but can be

adjusted for laboratory activities such as the one in our lesson. Chairs do not have rollers or

swivels to remove this as a potential distraction source. Additionally, our classroom features

flexible seating options to be used when traditional instruction is occurring. This includes a
couch, two bean bag chairs, and a yoga ball. These flexible seating options are stored away

during laboratory activities such as the one in this lesson.

This class is available to all students at the secondary level. As such, we see a variety of

student abilities, disabilities, strengths, weaknesses, etc. from year to year. In this particular

class, we have Student X who has been identified with Autism. Student X’s main needs are in

the areas of time management, staying on task, and limiting distractions.