Name: Thomas Boczar SPED 405 Carty Fall 2011

Content Area: Physics

Instructional Strategy and Accommodations Selection: Brainstorming for Differentiation/Universal Design/Accommodations Student for whom plan is being made: ___X__Diego ______Jenna or _______ Curtis Brief Description of the lesson: The lesson deals mostly with motion detectors where the students will see the relationship between displacement and velocity. or _____Marcus or

Directions: Complete the following four charts in preparation of your final Accommodations assignment. There may be some overlap between categories / charts. You may copy/paste and or indicate this by referencing the previous table (e.g. See table 1, row 3) Type directly in the chart. You may add or delete rows in the charts as needed by clicking on any cell in the chart in the row where you wish to add or delete rows and then going to Table in the top menu and then Insert or Delete.

Table One: Input Consider the following for what is being taught (What YOU are doing / presenting / facilitating)

Aspect of the lesson that may need to be differentiated or accommodated

Student characteristic(s) which may necessitate changes to the input of the lesson: Learns best orally

Suggested Differentiation / Universal Design / Assistive Technology / Accommodation Explain the physics behind the rolling cart, rather than just show it happen Have him work with students that are calmer to prevent encouragement of inappropriate acts Build an environment where there is no competition between students, encourage participation even if theyre wrong

Explanation of how the previous suggestion will benefit the chosen student Diego learns best with oral instruction so verbally explaining should help He will see that his peers are working well, so the chance of behavior problems arising decrease He will feel more comfortable to answer questions in front of his peers even if he isnt right

Using a cart to roll down a ramp and having students describe motion. Breaking the students into groups

Diego demonstrates inappropriate behaviors

Review after the lab

Diego doesnt like to feel stupid; gets discouraged

Table Two: Output Consider the following for what the STUDENT is being asked to do during the lesson

Aspect of the lesson that may need to be differentiated / accommodated or changed

Student characteristic(s) which may necessitate changes to the output of the lesson: Diego has trouble with reading comprehension

Suggested Differentiation / Universal Design / Assistive Technology / Accommodation Read the instructions of the lab to the students before they get started rather than have them read it by themselves This can also be done by the special ed teacher in a smaller group if co-teaching Suggest to his group that Diego should be the student who does the moving for the lab The challenge doesnt have to be rewarded by candy, or give candy to everyone

Explanation of how the previous suggestion will benefit the chosen student

Instructional delivery for the lab

Diego learns best through oral instruction and lacks reading comprehension so obviously this will help him

Students assign roles for the lab

Diego is athletic

He will feel that he is contributing to the group while sticking to his strengths

Students use each others graphs to mock the motion

Diego gets discouraged when he feels behind

He wont feel as pressured to work fast in order to win the prize, so it will keep him motivated

Table Three: Behavioral Support Consider aspects of the lesson that may affect student behavior (grouping / scheduling / timing / expectations / materials, etc)

Aspect of the lesson that may need to be differentiated / accommodated or changed

Student characteristic(s) which may necessitate changes to the input of the lesson: Diego gets frustrated easily

Suggested Differentiation / Universal Design / Assistive Technology / Accommodation Place him in a group of students that doesnt have behavior issues These students will be chosen based on previous observations. Some students work better in groups than others. Use a calm voice with the students and make sure that everyone is paying attention and there are no side distractions Check up on his group often to make sure Diego isnt making any obscene gestures during this part of lab Use positive reinforcement when Diego is doing what he is supposed to be.

Explanation of how the previous suggestion will benefit the chosen student

Working on the lab

He wont be as likely to act up if his peers act as good role models on appropriate behavior

Introducing the lesson

Diego likes to tap his desk or sing inappropriate lyrics

Addressing the class will help him because he doesnt like negative attention and will get defensive

Diego being the motion in the lab

He likes to goof off or act inappropriately

It will keep Diego and his group on task, and he will act appropriately

Table Four: Tests / Assessment / Evaluation

Consider the following for the evaluation aspect(s) of the lesson

Aspect of the lesson that may need to be differentiated / accommodated or changed

Student characteristic(s) which may necessitate changes to the input of the lesson: Diego demonstrates unsuitable behavior when he gets frustrated

Suggested Differentiation / Universal Design / Assistive Technology / Accommodation Have him work with well-behaved students to keep him in line and increase your presence around that group Ask him if he understands the lab and have him explain to you what he has learned while doing the lab. Make sure to let the students know its okay if they dont understand this yet because they will learn it Have the students present from their desks so Diego maybe feels more comfortable, or have one person present who feels most comfortable

Explanation of how the previous suggestion will benefit the chosen student

Informal Observation (walking around)

He will feel the need to behave as his group mates are wellbehaved and the teacher will be paying attention to his actions

Pre-assessment when having the students explain the motion of the cart

He may get discouraged and frustrated if he doesnt know what other students already know Diego may get anxious standing in front of the class presenting especially if he doesnt understand it too well

Diego will feel like its not a big deal if he is not sure and it will give him motivation to learn during the lab Diego wont feel pressured to present the material but he will be actively engaged in preparing the results that someone will present

Presentation of results

Lesson Plan Template

Title of Lesson Plan or Class/Subject: Physics Dance Party Date: Student Objectives/Student Outcomes: Students will be able to recreate the motion that lead to a position vs. time and velocity vs. time graph They will be able to interpret distance vs time graphs and velocity vs time graphs and write a description of them. Students will be able to explain speed and motion using a distance vs time graph Students will be able to come up with a mathematical model of motion through their own discussions Illinois Standards: 12.D.3a Explain and demonstrate how forces affect motion (e.g., action/reaction, equilibrium conditions, free-falling objects). 11.A.5a Formulate hypotheses referencing prior research and knowledge. 11.A.5b Design procedures to test the selected hypotheses 11.A.5c Conduct systematic controlled experiments to test the selected hypotheses. 11.A.4f Using available technology, report, display and defend to an audience conclusions drawn from investigations Materials/Resources/Technology: Labquest Motion Detectors Teachers Goals (optional): The goals for this lesson plan are to have students discover the mathematical model for velocity on their own. Amount of Time: One regular Class period Most likely two class periods due to behavior management, and extended explanations and expectations.

Start of Class (optional): Have a toy car (or other moving object) move across the table Give students time to think and discuss in their groups about what words you would need to describe its motion. After the students discuss for a few minutes, call on several students to explain to the class what is happening. Look for words such as distance, speed, acceleration, wheels spinning, etc. Explain to the students that the cart is speeding up, which is the same as acceleration. Also, explain how this means that the speed or velocity is changing. Be sure to make it clear that it is okay if the students arent sure how to describe the motion in physical terms because they will learn that today. Diego gets frustrated if he feels behind, so let the students know that most of them probably cant describe the motion well yet, but they will learn. This will keep him motivated. Introduction of Lesson: Make sure to have the students attention by talking in a calm voice and making sure there are no distractions for Diego and the other students. He often taps his desk with his pencil, so if this is happening, politely ask him to stop. Discuss as a class how you can describe what is happening. Only give words such as velocity, acceleration, and displacement when the students bring them up. Some questions the teacher could ask to stimulate discussion would be: What is everything you need to know to say that this is moving? How can we predict how far it will go? How long will it take to reach the end of the table? What do you need to know in order to know its velocity/speed? What would we need to change in order to change the velocity/speed? Using these answers write on the board some of the key variables they will be investigating (time, distance, velocity, acceleration)

Lesson Instruction: The lesson will be split up into two major sections: Model development and Model Deployment.

Model Development
Lab Investigation Part 1 Prior to the start of class, the labquest motion detectors must be set up. Detectors should be placed at the edge of lab tables or desks, enough to accommodate small groups of 3-4 students. After the initial discussion, give students copies of the lab and review the instructions with the students before they go to their lab stations (motion detectors). Read the instructions out loud to the students. Diego learns best when information is presented orally. Also, make sure to address behavior expectations as Diego likes to get off task and act inappropriately. Following the instructions, divide the students into lab groups and tell them to start the lab and asking questions if they have them. Assign groups ahead of class so Diego is paired up with students that are well-behaved so he has good role models to base his behavior off of. This will help keep him on task. The students must work through the lab without any background information as to the physical or mathematical models they will be investigating. For each question the students will be instructed to try and recreate the distance vs time graph presented to them by moving back and forth in front of the detector The students will be given a choice to have the following roles: Walker Timer Instructor (Be sure to suggest that Diego is the walker since he is athletic and therefore will be more motivated to stay on task) The teacher should be walking around and asking students questions such as the following, but only give answers when the students come up with them themselves. what could you have done differently to make the graphs line Be sure to pay specific attention to Diegos group to make sure he is on task and acting appropriately. Feel free to ask the group if everyone is participating to see if Diego is doing his share, without directly asking.

Part 2 After all the students have finished the lab packet, they will be design their own graph on a separate sheet of paper. They are encouraged to make the graphs challenging, but possible. One graph per group, similar to the ones given in the lab packet. Once all the groups are done creating their own graph, teacher collects graphs and randomly distributes the graphs to other groups and the students will be challenged to mimic the designed graph on the Labquest. Announce to the class that whichever group finishes first, gets candy as incentive. Graphs must be accurate, as decided by the teacher. Everyone will get candy upon completion, regardless of how fast they finish. Diego may get frustrated with the pressure and act up or just quit. The objective of this part of the lesson is get students to critically think, even if it takes them slightly longer to come up with a solution. Similarly, walk around to make sure all the students are working and no one student is doing the majority of the work. Ask Diego to explain some of the concepts and make sure to ask if he has any questions. He can also get off task when he gets lost, so in order to keep him acting appropriately, directly explain a concept to him and if he knows an answer to something, use positive reinforcement. For example: Great job, Diego! I knew you get this! and so on.. Ask questions such as, what makes this graph difficult (or easy) to mimic?

Post Lab Presentations/Discussion After the students have matched their graphs, each group will be instructed to create a model of motion and present their results to the class. The students are given the choice to either present in front of the classroom or they can present from their desks. Diego may get anxious standing in front of the classroom so giving him this option will allow him to be comfortable while presenting results. Referencing the initial discussion on motion, ask specic groups what happened when they changed the key variables they discussed earlier Some observations might include: When velocity increased, it took less time. When velocity decreased they covered less distance It took more time to reach a larger distance Ask groups to think about which relationships between key variables are an inverse relationship, and which are a direct relationship Students should have a background knowledge of indirect and direct relationships and should be able to put variables on the correct side of the equation without too much help After the student presentations, the teacher will lead a discussion in which the class agrees on a model. The teacher will guide this discussion to make sure to include important ideas and terms. The direct and indirect relationships between key variables The mathematical formulas (d=vt, v=at) What does the line (and the slope of the line) in the graphs actually represent. The shape of this line for a constant velocity vs constant acceleration Positive velocity vs. negative velocity and what it represents Positive acceleration vs. negative acceleration and what it represents The teacher will also clarify other information that may arise in student presentations Model Deployment Throughout the rest of this modeling cycle students will be presented with: Challenging worksheets. They will work in groups and use their models to solve these questions. Quizzes. These short quizzes must be done individually and will assess the students understanding of the model and its applications. Lab Practicums. Students are asked to complete a lab practicum in which they need to use the constant-velocity model to solve a real-world problem. Many of this activities should be done in groups in order to keep students like Diego, motivated. He can use his peers for support if he has trouble understanding a concept.

Assessments/Checks for Understanding: The teacher will be walking around and asking questions which will not only stimulate discussion amongst a group, but also allow the teacher to assess whether or not a group of students understands the material. Each student must submit their lab worksheet at the end of the class. The worksheet is designed such that the students must write in their own words what they did and why. Each group will create a distance vs time graph and submit it at the end of class. Students will give presentations showing their understanding of the material

Reflections This lesson can definitely be used in a co-teaching situation. The best way to approach a lab like this would be team teaching. Both teachers can play a vital role in the planning and preparation of such a lesson, and help in multiple ways during the lesson. For example, if one teacher has more content knowledge, the other teacher may have more experience with working with special education students so they may have a better idea of how to accommodate the lesson in a way that every student will learn. As far as introducing the lesson, that will be best done by one teacher that has the students discuss what they see with the cart. Once the students get split up into groups, the second teacher will play a vital role in that they will be responsible for making sure all students are on task, including Diego. Because he often gets off task and acts inappropriately, it would be beneficial to have an extra set of eyes in the classroom. Also, instructions can either be read to the class, or the special education teacher can read the instructions to Diego separately. Since he will be working with other general education students, he wont need his hand held through out the whole lab. The important thing is to check up on

him frequently. The main focus of the classroom teacher will be to answer questions about the physics behind the lab and ask questions that will get the groups thinking critically. On the other hand, the special education teacher could be the behavior patrol and make sure all students (not only Diego) are on task and acting appropriately. Although they want to pay attention to Diego, it is important not to draw too much attention to him because that can frustrate him, as well. The biggest concern for such a lab for a student like Diego is that he will get off task and act inappropriately, especially since their is a lot of movement. The majority of the changes to the lesson plan deal with paying close attention to Diegos gestures and his attitude. He also gets frustrated easily so it is important to stay calm and have faith in him and all the other students that they will learn, even if they dont seem to initially understand it. Sometimes Diego will cause distractions by tapping his pencil or making inappropriate sounds and it is important to keep calm with him and not draw too much attention to him because then he may get defensive. Some parts of the lesson didnt need to be changed. For example, the types of questions asked dont really need to be reworded because Diego has no problem understanding verbal communication. Hes not a great reader, so when coming up with the lesson plan originally, we (CI 403 physics majors and myself) already took into account that some students may learn best through discussion, rather than reading questions and writing answers. There is some writing involved, but the concepts of the lesson are discussed with classmates and teacher(s). Also, other than a minor change, the presentation by the students at the end of class wasnt changed too much. We gave them an option to present from their desks to prevent anxiety or discomfort. The actual material presented and how it is presented isnt changed because again, it is done verbally so students like Diego should have no problem in processing the information. Overall, making

these changes helped me see how much you have to take into consideration when dealing with a student with an IEP, even if its mostly behavior related. It can extend a lesson from one day to two or maybe even three days depending on the number of special education students in your classroom.