Individual Learning Differences

Reflection of my knowledge related to the standard:

We each have our own individual learning differences. The question is whether or not as teachers, we want to find
how our students learn and then use that knowledge to help them be successful. Throughout this program I have
learned how to determine the ways in which a student learns and how to adjust my instruction to teach that child. I
have learned about how to incorporate students IEP into my lesson.
This artifact will demonstrate how I had to combine different learners and come up with a lesson plan where my
visual and tactile students could work together. This lesson provided hands on activities as well as getting them
involved and trying new food. I really enjoyed being able to teach my students new things. If I truly want my
students to participate, I must be wiling to go the extra mile in my lesson planning so that they can meet their goal.

Special Education Program

University of Maryland
LESSON PLAN 6

Date: May 15, 2014

Subject/Lesson: Health - Learning about Fruits and Vegetables
Learner(s): 3
Time Frame: 30 minutes
Location: KMS Mod-severe room

Instructor(s) and Role/Responsibilities: Mrs. Fleischer Special

Education Teacher
TC -Michelle Dailey

I. LESSON PLAN GOALS AND OBJECTIVES

A. Lesson Objective(s): 1. Students will learn to identify different fruits and vegetables.
2. Students will learn facts about fruits and vegetables by arranging them into different groups based on their characteristics.
B. Individualized Objective(s) by Learner: Given visual and verbal prompts, The three students will participate in tasks/ activities
to completion by exhibiting appropriate behaviors, 80% of the time.
C. Documented Accommodation(s) by Learner: Seat all students near TC and board, speak slowly, provide examples and break
down assignments and directions. Provide positive reinforcement by vocal and hand signals.
D. Standard Alignment to Lesson:
Common Core 5.5- Choose a healthy option when making a decision.
5.5.5.8.6Choose healthy alternatives over unhealthy alternatives when making a decision.

II. BEHAVIOR SUPPORT AND CLASSROOM MANAGEMENT

A. Positive Supports Used

during Lesson

B. Individual Management
Plan by Learner

Positive support, visual aids,

C. Class/Large Group
Management Plan
Small group activity

D. Positive Behavior
Support/Behavior
Intervention Plan
N/A

III. INSTRUCTIONAL SEQUENCE AND PROCEDURES

A. Sequence and Description of
Opening Activities
(5 minutes)TC will open up by asking students if they eat fruits
and vegetables. TC will then talk about eating healthy and what
that means. TC will have fruits and vegetables on table where
the three students will be siting. Have the students pass them
around for the children to feel them, smell them and describe
them. I will have motivate them, and now mention the lesson
objective.

Modifications and/or
Technology (by Learner)
Used Smart board to write
things down, play
fruit/vegetable-sorting games.

B. Sequence and Description of Explicit Instructional

Strategies
(20 minutes)- TC will ask one student at a time to come to
smart board to play a game. TC will model for student how to
drag a different fruit/veg to the right area. Tell the student that
by dragging the fruit and vegetables around the board you can
begin to sort them into different groups. Demonstrate sorting
them into green and not green to show them what sorting is.
TC will model for students what they are expected to do, before
they come up to the board. TC will pass out two worksheets
where students are asked to cut out the fruits and vegetables and
paste on the other sheet by grouping them by color and size.

Modifications and/or
Technology (by Learner)
Break down directions.
Used prompts and visual cues
to guide students.

Materials
(by Learner)
Smart board games- Name the
fruits and vegetables and Sort
the fruits and vegetables into
groups.

Materials
(by Learner)
Picture worksheets, glue,
scissors

TC will model for students on how to use the scissors and glue
and how to paste the picture on the sheet. TC will discuss the
ways in which the students sorted the food into groups. Ask the
students to show the class how they sorted the fruits/veg on
their worksheet on the smart board. Examples of groups include
fruits vs. vegetables, colors of fruits, those that grow above vs.
underground, those that need peeling, those that can be eaten
raw vs. cooked, those that have a seed or pit in them.
C. Sequence and Description of
Closing Activities

Modifications and/or
Technology (by Learner)

(5 minutes)- TC will close by explaining to students that eat

fruits and vegetables is a healthy way to eat.

Materials
(by Learner)

Smart board, worksheets

IV. EVALUATION
A. Data Collection Form/Assessment Artifact and Data Collection Procedures:
One of the assessments I will be using is watching the students come up to the smart board and test them on if they know the
difference between a fruit or vegetable. I also prepared a worksheet where the students must cut out pictures of fruit and
vegetables and glue them to the right category. As they came up to the smart board, each student had a sheet they could follow
and use as a guide.
B. Summary of Results:
4

The three students got 7 out of 12 when they had to name the fruit or vegetable. During sorting, they needed continuous
prompting and I had to ask them is that a fruit or vegetable. The students had difficulty with the vegetables they had never
seen before.
V. SELF-ASSESSMENT/CRITIQUE/COMMENTARY
A. Comment on how the lesson went and include how the use of explicit instructional strategies and supports created active
engagement across all learners:
During this lesson the smart board was a great tool for me to use, the pictures were very big and bright so the students could see what I
wanted them to do. By printing the worksheets in color and having large pictures this also helped the students in being able to cut
them out. Using positive reinforcement and one on one instruction they were able to understand the lesson and get the activity done.
B. Comment on what you liked about the lesson:
This lesson was very hands on for my students from using the smart board to cutting and gluing a worksheet. Teaching them that
fruits and vegetables are a healthy way to eat was really fun. Being able to have fruits and vegetables on the table so they can actually
see and touch them was a bonus; many of them had never seen a papaya or a summer squash.
C. Comment on what you would change about the lesson and your follow-up plan:
I would have liked to teach them the food plan, and each category of it. This was a good lesson, but I feel I had to cut it down in size
in order for my students to understand and retain some of the information. I would like to do a follow up lesson on a smaller version
of the food plate. Where I can show them two examples one healthy version vs. an unhealthy version.

Fruit or Vegetable?
Cut out the pictures at the bottom of the page. Paste each picture in the appropriate box.

Fruits

Vegetables

Which foods are

fruits?
Which foods are
vegetables?

preschool-printable-activities.com