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AN OVERALL STRATEGY FOR
THE SUCCESSFUL INSTRUCTION OF CHILDREN WITH ADHD/ ADD
http://www.ldonline.org/article/8797/
An article on teaching art to ADHD students
Teachers who are
successful in educating children with ADHD use a three-pronged strategy. They begin
by identifying the unique needs of the child. For example, the teacher
determines how, when, and why the child is inattentive, impulsive, and
hyperactive. The teacher then selects different educational practices
associated with academic instruction, behavioral interventions, and classroom
accommodations that are appropriate to meet that child's needs. Finally, the
teacher combines these practices into an individualized educational program
(IEP) or other individualized plan and integrates this program with educational
activities provided to other children in the class. The three-pronged strategy,
in summary, is as follows:
Evaluate the child's
individual needs and strengths.
Assess the unique
educational needs and strengths of a child with ADHD in the class. Working with
a multidisciplinary team and the child's parents, consider both academic and
behavioral needs, using formal diagnostic assessments and informal classroom
observations. Assessments, such as learning style inventories, can be used to
determine children's strengths and enable instruction to build on their
existing abilities. The settings and contexts in which challenging behaviors
occur should be considered in the evaluation.
Select appropriate
instructional practices.
Determine which instructional
practices will meet the academic and behavioral needs identified for the child.
Select practices that fit the content, are age appropriate, and gain the
attention of the child.
For children receiving
special education services, integrate appropriate practices within an IEP.
In consultation with
other educators and parents, an IEP should be created to reflect annual goals
and the special education-related services, along with supplementary aids and
services necessary for attaining those goals. Plan how to integrate the
educational activities provided to other children in your class with those
selected for the child with ADHD.
Because no two children
with ADHD are alike, it is important to keep in mind that no single educational
program, practice, or setting will be best for all children.
Successful programs for
children with ADHD integrate the following three components:
Academic Instruction;
Behavioral
Interventions; and
Classroom
Accommodations.
The remainder of this
document describes how to integrate a program using these three components and
provides suggestions for practices that can help children with ADHD in a
classroom setting. It should be emphasized that many of the techniques
suggested have the additional benefit of enhancing the learning of other
children in the classroom who do not have ADHD. In addition, while they have
been used most widely with children at the elementary level, the following
practices are useful for older students as well.
http://www.ldonline.org/article/8797/
An article on teaching art to ADHD students
From these Following
Websites I found helpful tips to guide your teaching for students with ADD/
ADHD.
Things to
help you guide a lesson teaching ADHD....
·
Provide an advance organizer.
Prepare students for
the day's lesson by quickly summarizing the order of various activities
planned. Explain, for example, that a review of the previous lesson will be
followed by new information and that both group and independent work will be
expected.
·
Review previous lessons.
Review information
about previous lessons on this topic. For example, remind children that
yesterday's lesson focused on learning how to regroup in subtraction. Review
several problems before describing the current lesson.
·
Set learning expectations.
State what students are
expected to learn during the lesson. For example, explain to students that a
language arts lesson will involve reading a story about Paul Bunyan and
identifying new vocabulary words in the story.
·
Set behavioral expectations.
Describe how students
are expected to behave during the lesson. For example, tell children that they
may talk quietly to their neighbors as they do their seatwork or they may raise
their hands to get your attention.
·
State needed materials.
Identify all materials
that the children will need during the lesson, rather than leaving them to
figure out on their own the materials required. For example, specify that
children need their journals and pencils for journal writing or their crayons,
scissors, and colored paper for an art project.
·
Explain additional resources.
Tell students how to
obtain help in mastering the lesson. For example, refer children to a
particular page in the textbook for guidance on completing a worksheet.
·
Simplify instructions, choices, and
scheduling.
The simpler the
expectations communicated to an ADHD student, the more likely it is that he or
she will comprehend and complete them in a timely and productive manner.
·
Be predictable.
Structure and
consistency are very important for children with ADHD; many do not deal well
with change. Minimal rules and minimal choices are best for these children.
They need to understand clearly what is expected of them, as well as the
consequences for not adhering to expectations.
·
Support the student's participation in
the classroom.
Provide students with
ADHD with private, discreet cues to stay on task and advance warning that they
will be called upon shortly. Avoid bringing attention to differences between
ADHD students and their classmates. At all times, avoid the use of sarcasm and
criticism.
·
Use audiovisual materials.
Use a variety of
audiovisual materials to present academic lessons. For example, use an overhead
projector to demonstrate how to solve an addition problem requiring regrouping.
The students can work on the problem at their desks while you manipulate
counters on the projector screen.
·
Check student performance.
Question individual
students, to assess their mastery of the lesson. For example, you can ask
students doing seatwork (i.e., lessons completed by students at their desks in
the classroom) to demonstrate how they arrived at the answer to a problem, or
you can ask individual students to state, in their own words, how the main
character felt at the end of the story.
·
Ask probing questions.
Probe for the correct
answer, after allowing a child sufficient time to work out the answer, to a
question. Count at least 15 seconds before giving the answer or calling on
another student. Ask follow up questions that give children an opportunity to
demonstrate what they know.
·
Perform ongoing student evaluation.
Identify students who
need additional assistance. Watch for signs of lack of comprehension, such as
daydreaming or visual or verbal indications of frustration. Provide these
children with extra explanations, or ask another student to serve as a peer
tutor for the lesson.
·
Help students correct their own
mistakes.
Describe how students
can identify and correct their own mistakes. For example, remind students that
they should check their calculations in math problems and reiterate how they
can check their calculations; remind students of particularly difficult
spelling rules and how students can watch out for easy-to-make errors.
·
Help students focus.
Remind students to keep
working and to focus on their assigned task. For example, you can provide
follow-up directions or assign learning partners. These practices can be
directed at individual children or at the entire class.
·
Follow-up directions.
Effective teachers of
children with ADHD also guide them with follow-up directions:
Oral directions.
After giving directions
to the class as a whole, provide additional oral directions for a child with
ADHD. For example, ask the child if he or she understood the directions and
repeat the directions together.
·
Written directions.
Provide follow-up
directions in writing. For example, write the page number for an assignment on
the chalkboard and remind the child to look at the chalkboard if he or she
forgets the assignment.
Things to look over and
follow as you teach ADHD students a lesson....
·
Lower noise level.
Monitor the noise level
in the classroom, and provide corrective feedback, as needed. If the noise
level exceeds the level appropriate for the type of lesson, remind all students
— or individual students — about the behavioral rules stated at the beginning
of the lesson.
·
Divide work into smaller units.
Break down assignments
into smaller, less complex tasks. For example, allow students to complete five
math problems before presenting them with the remaining five problems.
·
Highlight key points.
Highlight key words in
the instructions on worksheets to help the child with ADHD focus on the
directions. Prepare the worksheet before the lesson begins, or underline key
words as you and the child read the directions together. When reading, show
children how to identify and highlight a key sentence, or have them write it on
a separate piece of paper, before asking for a summary of the entire book. In
math, show children how to underline the important facts and operations; in
“Mary has two apples, and John has three,” underline “two,” “and,” and “three.”
·
Eliminate or reduce frequency of timed
tests.
Tests that are timed
may not allow children with ADHD to demonstrate what they truly know due to
their potential preoccupation with elapsed time. Allow students with ADHD more
time to complete quizzes and tests in order to eliminate “test anxiety,” and provide
them with other opportunities, methods, or test formats to demonstrate their
knowledge.
·
Use cooperative learning strategies.
Have students work
together in small groups to maximize their own and each other's learning. Use
strategies such as Think-Pair-Share where teachers ask students to think about
a topic, pair with a partner to discuss it, and share ideas with the group.
(Slavin, 2002).
·
Use assistive technology.
All students, and those
with ADHD in particular, can benefit from the use of technology (such as
computers and projector screens), which makes instruction more visual and
allows students to participate actively.
Way to make sure
students understood as you closed your LESSON....
·
Provide advance warnings.
Provide advance warning
that a lesson is about to end. Announce 5 or 10 minutes before the end of the
lesson (particularly for seatwork and group projects) how much time remains.
You may also want to tell students at the beginning of the lesson how much time
they will have to complete it.
·
Check assignments.
Check completed
assignments for at least some students. Review what they have learned during
the lesson to get a sense of how ready the class was for the lesson and how to
plan the next lesson.
·
Preview the next lesson.
Instruct students on
how to begin preparing for the next lesson. For example, inform children that
they need to put away their textbooks and come to the front of the room for a
large-group spelling lesson.
Many
of teachers, public or other students get the wrong impression and image of
students and children with attention issues. Many want to give medication which
I believe is the wrong thing to do. Students, children and adults that have to
deal with ADD/ ADHD, more likely is dealing with it for life. Therefore once
you teach a young child and a student in class the right ways to handle their
attention and hyper active in a better form, they will learn better habitats in
their future and be successful. However, if you give negative vibes as a
teacher towards these kinds of students they will never see the positive and
learn. Therefore become the common misunderstood issues about people with ADD/
ADHD. Students that deal with this need
constant activate and moment, best help a parent can do outside of school is
follow oder and get their child in to actives that use all their energy and
helps guided them in bounders and rules. Plus regulate the intake of foods that
can cause an over load of hyper actives and unhealthy issues.
Keep
students engaged and always working on things that can keep their attention.
For in fact you can give these students a small puzzle that is a hands on
moving object, or something to keep in their hands. Most ADD/ ADHD students can
pay attention very well with doing extra actives or puzzles or messing with
something in their hands. It helps they take that extra need of movement and
helps them focus on what is at task as well.
Lesson Plan
Student Names: Andrea M
Napier Date: April 30th 2013
Grade Level/Subject
Area: 4th grade Science with technology base unites added
Component/ Teaching
about Arizona’s foundation from the history, science, climate, animals and
planets
Look For ways to help
guide and educate students who can be easily distracted in a classroom. Make
sure you get students up and moving around and doing hands on and keep
organized.
Notes
How to teach Science in
a art way for ADHD students
Objective
The goal in the
development of the standard was to assure that the six strands and five
unifying concepts are interwoven into a fabric of science that represents the
true nature of science. Students have the opportunity to develop both the
skills and content knowledge necessary to be scientifically literate members of
the community.
To learn the different
areas of Arizona that students may never know or see of their own state, therefore
from regions, planets, and animals.
State Standard
Strands 1, 2, and 3 are
designed to be explicitly taught and embedded within each of the content
Strands 4, 5, and 6, and are not intended to be taught in isolation. The
processes, skills, and content of the first three strands are designed to
“umbrella” and complement the content of Life Science, Physical Science, and
Earth and Space Science.
Strand 1: Inquiry
Process
Inquiry Process
establishes the basis for students’ learning in science. Students use
scientific processes: questioning, planning and conducting investigations,
using appropriate tools and techniques to gather data, thinking critically and
logically about relationships between evidence and explanations, and
communicating results.
Concept 1: Observations, Questions, and Hypotheses
Observe, ask questions,
and make predictions.
PO 1. Differentiate inferences from observations.
PO 2. Formulate a relevant question through
observations that can be tested by an investigation.
(See M04-S2C1-01)
PO 3. Formulate predictions in the realm of science
based on observed cause and effect relationships.
PO 4. Locate information (e.g., book, article,
website) related to an investigation.
(See W04-S3C6-01 and
R04-S3C1-05)
Concept 2: Scientific Testing (Investigating and
Modeling)
Participate in planning
and conducting investigations, and recording data.
PO 4. Measure using appropriate tools (e.g., ruler,
scale, balance) and units of measure (i.e., metric, U.S. customary).
(See M04-S4C4-03 and
M04-S4C4-07)
PO 5. Record data in an organized and appropriate
format (e.g., t-chart, table, list, written log).
(See W04-S3C2-01 and
W04-S3C3-01)
Concept 4: Communication
Communicate results of
investigations.
PO 1. Communicate verbally or in writing the results
of an inquiry.
(See W04-S3C3-01)
PO 2. Choose an appropriate graphic representation
for collected data:
• Venn diagram
• model
(See M04-S2C1-02)
PO 3. Communicate with other groups or individuals
to compare the results of a common investigation.
Strand 2: History and
Nature of Science
Scientific
investigation grows from the contributions of many people. History and Nature of Science emphasizes the
importance of the inclusion of historical perspectives and the advances that
each new development brings to technology and human knowledge. This strand focuses on the human aspects of
science and the role that scientists play in the development of various
cultures.
Concept 1: History of Science as a Human Endeavor
Identify individual and
cultural contributions to scientific knowledge.
PO 1. Identify how diverse people and/or cultures,
past and present, have made important contributions to scientific innovations
(e.g., Margaret Mead [anthropologist], supports Strand 4; Nikola Tesla
[engineer, inventor] supports Strand 5; Michael Faraday [scientist], supports
Strand 5; Benjamin Franklin [scientist], supports Strand 5).
PO 2. Describe science-related career
opportunities.
Strand 3: Science in
Personal and Social Perspectives
Science in Personal and
Social Perspectives emphasizes developing the ability to design a solution to a
problem, to understand the relationship between science and technology, and the
ways people are involved in both.
Students understand the impact of science and technology on human
activity and the environment. This
strand affords students the opportunity to understand their place in the world
– as living creatures, consumers, decision makers, problem solvers, managers,
and planners.
Concept 1: Changes in Environments
Describe the
interactions between human populations, natural hazards, and the environment.
PO 1. Describe how natural events and human
activities have positive and negative impacts on environments (e.g., fire,
floods, pollution, dams).
PO 2. Evaluate the consequences of environmental
occurrences that happen either rapidly (e.g., fire, flood, tornado) or over a
long period of time (e.g., drought, melting ice caps, the greenhouse effect,
erosion).
Strand 4: Life Science
Life Science expands
students’ biological understanding of life by focusing on the characteristics
of living things, the diversity of life, and how organisms and populations
change over time in terms of biological adaptation and genetics. This understanding includes the relationship
of structures to their functions and life cycles, interrelationships of matter
and energy in living organisms, and the interactions of living organisms with
their environment.
Concept 1: Characteristics of Organisms
Understand that basic
structures in plants and animals serve a function.
PO 1. Compare structures in plants (e.g., roots,
stems, leaves, flowers) and animals (e.g., muscles, bones, nerves) that serve
different functions in growth and survival.
PO 2. Classify animals by identifiable group
characteristics:
• vertebrates – mammals, birds, fish, reptiles, amphibians
• invertebrates – insects, arachnids
Concept 3: Organisms and Environments
Understand the
relationships among various organisms and their environment.
PO 1. Describe ways various resources (e.g., air,
water, plants, animals, soil) are utilized to meet the needs of a population.
PO 2. Differentiate renewable resources from
nonrenewable resources.
PO 3. Analyze the effect that limited resources
(e.g., natural gas, minerals) may have on an environment.
PO 4. Describe ways in which resources can be
conserved (e.g., by reducing, reusing, recycling, finding substitutes).
Concept 4: Diversity,
Adaptation, and Behavior
Identify plant and animal
adaptations
PO 1. Recognize that successful characteristics of
populations are inherited traits that are favorable in a particular
environment.
PO 2. Give examples of adaptations that allow
plants and animals to survive.
• camouflage – horned lizards, coyotes
• mimicry – Monarch and Viceroy
butterflies
• physical – cactus spines
• mutualism – species of acacia that
harbor ants, which repel other harmful insects
Strand 6: Earth and
Space Science
Earth and Space Science
provides the foundation for students to develop an understanding of the Earth,
its history, composition, and formative processes, and an understanding of the
solar system and the universe. Students study the regularities of the
interrelated systems of the natural world. In doing so, they develop
understandings of the basic laws, theories, and models that explain the world
(NSES, 1995). By studying the Earth from both a historical and current time
frame, students can make informed decisions about issues affecting the planet
on which they live.
Concept 2: Earth’s
Processes and Systems
Understand the
processes acting on the Earth and their interaction with the Earth systems.
PO 1. Identify the Earth processes that cause
erosion.
PO 2. Describe how currents and wind cause erosion
and land changes.
PO 3. Describe the role that water plays in the
following processes that alter the Earth’s surface features:
• erosion
• deposition
• weathering
PO 4. Compare rapid and slow processes that change
the Earth’s surface, including:
• rapid – earthquakes, volcanoes, floods
• slow – wind, weathering
PO 5. Identify the Earth events that cause changes
in atmospheric conditions (e.g., volcanic eruptions, forest fires).
PO 6. Analyze evidence that indicates life and
environmental conditions have changed (e.g., tree rings, fish fossils in desert
regions, ice cores).
Concept 3: Changes in the Earth and Sky
Understand
characteristics of weather conditions and climate.
PO 1. Identify the sources of water within an
environment (e.g., ground water, surface water, atmospheric water, glaciers).
PO 2. Describe the distribution of water on the
Earth’s surface.
PO 3. Differentiate between weather and climate as
they relate to the southwestern United States.
PO 4. Measure changes in weather (e.g.,
precipitation, wind speed, barometric pressure).
PO 5. Interpret the symbols on a weather map or
chart to identify the following:
• temperatures
• fronts
• precipitation
PO 6. Compare weather conditions in various locations
(e.g., regions of Arizona, various U.S. cities, coastal vs. interior
geographical regions).
Measurable outcome
Students with ADD/ ADHD
will learn about their own state they live in Arizona, and how to stay on track
and follow through with their project using technology and class skills!
Students know it
Another website, to
help find ways to keep students on task, and ways to find actives, and
technology use for ADD/ ADHD task management.
http://www.additudemag.com/adhd/article/8698.html
is an app to find for
devices for students with ADHD, to help keep students on task...
To-Do List Apps for
ADHD Kids and Adults
Let these apps,
available for the iPod Touch, the iPhone, and the iPad, make short work of
your, or your child's, to-do list.
http://www.rexbox.co.uk/epicwin/
http://www.tasktimer.com/
http://www.irewardchart.com/
http://evernote.com/
The goal in the
development of the standard was to assure that the six strands and five
unifying concepts are interwoven into a fabric of science that represents the
true nature of science. Students have the opportunity to develop both the
skills and content knowledge necessary to be scientifically literate members of
the community.
Strands 1, 2, and 3 are
designed to be explicitly taught and embedded within each of the content
Strands 4, 5, and 6, and are not intended to be taught in isolation. The
processes, skills, and content of the first three strands are designed to
“umbrella” and complement the content of Life Science, Physical Science, and
Earth and Space Science.
Strand 1: Inquiry
Process
Inquiry Process
establishes the basis for students’ learning in science. Students use
scientific processes: questioning, planning and conducting investigations,
using appropriate tools and techniques to gather data, thinking critically and
logically about relationships between evidence and explanations, and
communicating results.
Concept 1: Observations, Questions, and Hypotheses
Observe, ask questions,
and make predictions.
PO 1. Differentiate inferences from observations.
PO 2. Formulate a relevant question through
observations that can be tested by an investigation.
(See M04-S2C1-01)
PO 3. Formulate predictions in the realm of science
based on observed cause and effect relationships.
PO 4. Locate information (e.g., book, article,
website) related to an investigation.
(See W04-S3C6-01 and
R04-S3C1-05)
Concept 2: Scientific Testing (Investigating and
Modeling)
Participate in planning
and conducting investigations, and recording data.
PO 4. Measure using appropriate tools (e.g., ruler,
scale, balance) and units of measure (i.e., metric, U.S. customary).
(See M04-S4C4-03 and
M04-S4C4-07)
PO 5. Record data in an organized and appropriate
format (e.g., t-chart, table, list, written log).
(See W04-S3C2-01 and
W04-S3C3-01)
Concept 4: Communication
Communicate results of
investigations.
PO 1. Communicate verbally or in writing the
results of an inquiry.
(See W04-S3C3-01)
PO 2. Choose an appropriate graphic representation
for collected data:
• Venn diagram
• model
(See M04-S2C1-02)
PO 3. Communicate with other groups or individuals
to compare the results of a common investigation.
Strand 2: History and
Nature of Science
Scientific
investigation grows from the contributions of many people. History and Nature of Science emphasizes the
importance of the inclusion of historical perspectives and the advances that
each new development brings to technology and human knowledge. This strand focuses on the human aspects of
science and the role that scientists play in the development of various
cultures.
Concept 1: History of Science as a Human Endeavor
Identify individual and
cultural contributions to scientific knowledge.
PO 1. Identify how diverse people and/or cultures,
past and present, have made important contributions to scientific innovations
(e.g., Margaret Mead [anthropologist], supports Strand 4; Nikola Tesla
[engineer, inventor] supports Strand 5; Michael Faraday [scientist], supports
Strand 5; Benjamin Franklin [scientist], supports Strand 5).
PO 2. Describe science-related career
opportunities.
Strand 3: Science in
Personal and Social Perspectives
Science in Personal and
Social Perspectives emphasizes developing the ability to design a solution to a
problem, to understand the relationship between science and technology, and the
ways people are involved in both.
Students understand the impact of science and technology on human activity and the environment. This strand affords students the opportunity
to understand their place in the world – as living creatures, consumers,
decision makers, problem solvers, managers, and planners.
Concept 1: Changes in Environments
Describe the
interactions between human populations, natural hazards, and the environment.
PO 1. Describe how natural events and human
activities have positive and negative impacts on environments (e.g., fire,
floods, pollution, dams).
PO 2. Evaluate the consequences of environmental
occurrences that happen either rapidly (e.g., fire, flood, tornado) or over a
long period of time (e.g., drought, melting ice caps, the greenhouse effect,
erosion).
Strand 4: Life Science
Life Science expands students’
biological understanding of life by focusing on the characteristics of living
things, the diversity of life, and how organisms and populations change over
time in terms of biological adaptation and genetics. This understanding includes the relationship
of structures to their functions and life cycles, interrelationships of matter
and energy in living organisms, and the interactions of living organisms with
their environment.
Concept 1: Characteristics of Organisms
Understand that basic
structures in plants and animals serve a function.
PO 1. Compare structures in plants (e.g., roots,
stems, leaves, flowers) and animals (e.g., muscles, bones, nerves) that serve
different functions in growth and survival.
PO 2. Classify animals by identifiable group
characteristics:
• vertebrates – mammals, birds, fish, reptiles, amphibians
• invertebrates – insects, arachnids
Concept 3: Organisms and Environments
Understand the
relationships among various organisms and their environment.
PO 1. Describe ways various resources (e.g., air,
water, plants, animals, soil) are utilized to meet the needs of a population.
PO 2. Differentiate renewable resources from
nonrenewable resources.
PO 3. Analyze the effect that limited resources
(e.g., natural gas, minerals) may have on an environment.
PO 4. Describe ways in which resources can be
conserved (e.g., by reducing, reusing, recycling, finding substitutes).
Concept 4: Diversity,
Adaptation, and Behavior
Identify plant and
animal adaptations
PO 1. Recognize that successful characteristics of
populations are inherited traits that are favorable in a particular
environment.
PO 2. Give examples of adaptations that allow
plants and animals to survive.
• camouflage – horned lizards, coyotes
• mimicry – Monarch and Viceroy
butterflies
• physical – cactus spines
• mutualism – species of acacia that
harbor ants, which repel other harmful insects
Strand 6: Earth and
Space Science
Earth and Space Science
provides the foundation for students to develop an understanding of the Earth,
its history, composition, and formative processes, and an understanding of the
solar system and the universe. Students study the regularities of the
interrelated systems of the natural world. In doing so, they develop
understandings of the basic laws, theories, and models that explain the world
(NSES, 1995). By studying the Earth from both a historical and current time
frame, students can make informed decisions about issues affecting the planet
on which they live.
Concept 2: Earth’s
Processes and Systems
Understand the
processes acting on the Earth and their interaction with the Earth systems.
PO 1. Identify the Earth processes that cause
erosion.
PO 2. Describe how currents and wind cause erosion
and land changes.
PO 3. Describe the role that water plays in the
following processes that alter the Earth’s surface features:
• erosion
• deposition
• weathering
PO 4. Compare rapid and slow processes that change
the Earth’s surface, including:
• rapid – earthquakes, volcanoes,
floods
• slow – wind, weathering
PO 5. Identify the Earth events that cause changes
in atmospheric conditions (e.g., volcanic eruptions, forest fires).
PO 6. Analyze evidence that indicates life and
environmental conditions have changed (e.g., tree rings, fish fossils in desert
regions, ice cores).
Concept 3: Changes in the Earth and Sky
Understand
characteristics of weather conditions and climate.
PO 1. Identify the sources of water within an
environment (e.g., ground water, surface water, atmospheric water, glaciers).
PO 2. Describe the distribution of water on the
Earth’s surface.
PO 3. Differentiate between weather and climate as
they relate to the southwestern United States.
PO 4. Measure changes in weather (e.g.,
precipitation, wind speed, barometric pressure).
PO 5. Interpret the symbols on a weather map or
chart to identify the following:
• temperatures
• fronts
• precipitation
PO 6. Compare weather conditions in various
locations (e.g., regions of Arizona, various U.S. cities, coastal vs. interior
geographical regions).
Author's Name Andrea
M Napier
Date of Lesson August 2013
Title of Lesson (also
include unit title if the lesson is part of a larger unit)
Explore Your Own State
Arizona
Subject Science, History, Math, Literacy,
Research and Technology
Grade Level Fourth grade
Time frame for lesson
5 to 6 days about 60 minutes to an hour half split between
subjects areas
Goal or Objective(s)
To have student gain
their prospective of Arizona and what our natural and history foundations are
of the state they live in.
What is Arizona? What
regions are in Arizona? Where in Arizona are you living? Arizona is a wonderful
state with different regions, landforms, animals, and planets. What is the
difference in Plateau region, Mountain region, and Desert region? Learning the
variety of regions, animals, and plants in Arizona are remarkable, so trying to
get students to open and see different views.
The goal in the
development of the standard was to assure that the six strands and five
unifying concepts are interwoven into a fabric of science that represents the
true nature of science. Students have the opportunity to develop both the
skills and content knowledge necessary to be scientifically literate members of
the community.
http://www.additudemag.com/adhd/article/1630.html
Help guide students
through what they’re going to learn and what questions they should learn plus
understand daily. Steps by steps and areas they should reach with by
electronically evaluation and check off list, or calendars and agendas that
they can keep organized and have ways for their parents to see, along with
their students.
What is Arizona? What
regions are in Arizona? Where in Arizona are you living? Arizona is a wonderful
state with different regions, landforms, animals, and planets. What is the
difference in Plateau region, Mountain region, and Desert region? Learning the
variety of regions, animals, and plants in Arizona are remarkable, so trying to
get students to open and see different views.
To learn the different
areas of Arizona that students may never know or see of their own state, from
regions, planets, and animals.
Direct Instruction
Students will work in
teams, groups and on their own to learn their state Arizona from class actives
and learning to research projects. Incorporating Reading, English skills, Math,
Science, and History.
Students will:
Develop questions
skills.
Identify the identity
of an unknown animal based upon clues provided by classmates.
What adaptations allow
organisms to survive in harsh environments?
What place does
creativity have in science?
Describe adaptations
that allow amphibians to survive in the Arizona Desert?
What is a symbol?
Want to learn more
about your state symbols?
How can human
activities benefits and harm wildlife?
What factors influence
an individual’s perceptions and opinions?
Modeling/showing I do
Teacher: describes the
significance of the Arizona map, from cities, National Parks and Forest,
Mountains and deserts and where and what kinds of water Arizona has from
Rivers, Lakes, and damns.
Explain what keys to
maps are and how to read them. What are the Arizona State Bird, planets, and
flowers? What are the measurements of the state, what is the rank of the state
size? As well explain the state flag and foundation history of Arizona. Explain
the planets that are native to Arizona, and what animals are native.
Modeling/showing We do
Teacher asks students
questions about the representations about the regions, planets, animals,
climate, and surroundings to the state past and present. Map out Arizona and
explain difference between areas and animals of Arizona.
Modeling/showing You do
Teacher directs class
to make their own key and symbols to maps that they will make of their own
school. Going outside to learn how to measure and record their school
foundation, planets, animals, buildings and area around their school.
Students will research
what animal they would want to be in Arizona native animals. Explain what
region they live in, climate, and what they eat, teach the class in more
pictures, information, and why would they choice to be that animal in Arizona.
Can these animals they choice move out of the area they live in and out of
Arizona.
Questioning Continual,
vary selection
What are the
differences in Arizona from planets, animals, and regions with climates?
Non-Linguistic Reps Visual,
student & teacher generate
The use of Maps,
pictures, designs, animals, planets, regions, and Arizona’s history, and things
that involves Arizona foundation and setting of the state.
Cooperative
Learning.
Group actives, team
work in class, over five days will learn
different ranges of Arizona
Ask for a well-defined
definition in their own words what each of the regions, climates, animals,
planets, and what Arizona is and mapping different features.
Teacher directed
What did the class
learn about Arizona, and their own school? Did students learn anything
important about the environment and their own state?
Linked to Set &
Objective
Now that you have
learned that wildlife comes in all shapes and sizes can be found just about
anywhere. How can you find information about wildlife and Arizona? Why are
symbols important and knowing about your own state?
In learning about your
state you live in you can add science, art, history, social studies, reading,
and writing, and learn how to research information.
Technology use Smart
Board, Power Point, Doc-cama, video, Ipads, overhead projector.
Lesson Accommodations
3.1 - Lesson Content:
Include a paragraph that clearly explains the content knowledge that you will
need to know in order to teach this lesson effectively.
To accounted students
and have more open levels on teaching students about their habitat and state
location. from pictures to map and 3 denominational models of animals ,
plantations and earth for formations. Have students read small paragraphs back
and forth so that students are helping each-other grasp the understanding of
nature. Helping students have hands on and visual kinetics.
From geology, history,
math, science, and reading is all able to added in to Arizona understanding and
earth structure, animals, and planets to do with Arizona. Understanding the
surroundings and area of which you live in can make a greater difference in
their life choices for their home.
Explain the difference
of Landforms, animals, plants, people.
Give children a chance
to write a story that speaks about parts, areas, and land marks they can enjoy
and true information about Arizona.
Students will work in
teams to make maps of their school grounds, note major buildings and locations
and futures so that you can understand location and observational of wildlife
around the area.
Differentiation
inferences from observations.
Formulate a relevant
question through observations that can be tested by an investigation.
Formulate predictions
in the realm of science based on observed cause and effect relationships.
Locate information
related to an investigation.
3.2 - Multiculturalism
and Diversity: Include a paragraph that demonstrates how you will show an
awareness and sensitivity to multicultural, diversity, and special-needs issues
during this lesson. Arbitrarily select at least two specific, yet hypothetical,
needs from the above list and describe how you will differentiate your
instruction in order to accommodate those needs.
Students need to Know
what state they live in, what is the name of planets and animals. They need to
know how to label items; they need to know how to measure distance of objects
and size. They need to be able to understand the difference in weather and
environmental in their own state.
First teach Arizona Map by using Smart Board
and actual class maps, so that students can understand ways the maps can look
to show Cities, natural parks and forest, what deserters and Mountains look
like, what is the difference in water styles on maps from rivers, lakes and
damn.
Using maps you can explain the surrounding
states and environmental around Arizona. Being able to understand the key of
maps, so they understand what symbolical stand for to locate and explain each
piece of the maps. To start explaining the animals and plants in Arizona start
with the State Flower, State Bird. What is native to Arizona's different
locations? Also along with naming State information you should have the Flag of
Arizona. Add History to the flag and symbols to the foundation of Arizona.
Teaching the climates of Arizona, help guide
students to areas of the state they may not know or ever seen. Teaching threw
planets located throw out the state and teach them that some planets do not
grow in other areas and why. Explain how animals survive and live in Arizona
and what areas of the state. Explaining how these planets might grow in one is
from another and what animals survive on. Pray to predator of Arizona.
What are the surrounding areas of the state,
what other states line your state. What is the difference between mountains and
dessert? What is the difference between different bodies of water? What is the
difference between birds that fly and don’t, since in Arizona you will see
birds that do not fly? Start teaching how things grow and adapt and change over
time.
When your school was your teaching in was
built? Where is it located on the map? What are the surroundings? Did building
the school destroy a habitat? What kind of planets and animals are around your
area and was their before the school was built? What types of thing are around
your school and neighborhood from animals, land marks body of water, what
direction is you school set towards?
Teach how to map out your school, size,
location, and building structured what is the area and distance of planets and
animals from the building and play ground? Teach how to use a map, measurement
tools and graphic organizing. What is building structures in size and geometric
shapes? Going outside and mapping out and measuring out areas and your school,
learning how to use a school map. Compass structure as well. Understand what a
habitat would do if you added it to your school campus.
Teach students how to research... What animal
would they chose to be in Arizona, Where Would they live? What would they eat?
Can they move outside of the state of Arizona?
3.3 - Lesson
Integration: Include suggestions for integrating this lesson with other subject
areas, such as literacy, social studies, or math.
From Science and nature of ones state to another, weather
and natural destructions and changes. Animal survival and behavior. Plants and
trees growth experience in Arizona. History of Arizona. Historical Art that is
done by people in Arizona or about Arizona. Math by structure and measurement.
Reading and research. How human and nature coexist in Arizona.
They need to be able to
understand the difference in weather and environmental.
Teach how to use a map,
measurement tools and graphic organizing. What is building structures in size
and geometric shapes? Going outside and mapping out and measuring out areas and
your school, learning how to use a school map. Compass structure as well.
Understand what a habitat would do if you added it to your school campus.
Teach students how to research.
Topic/Title: _Exploring
Your State Arizona/ Science and History
Arizona has tremendous
animal diversity because of the state’s variety of ecosystem.
ENGAGE
Get the foundation of what your state Arizona’s map looks
like and what different parts mean to the environment. What are the cities,
national parks, mountains, deserts, and bodies of water?
Places to get up dated
maps and data that is teaching tools
With http://www.enchantedlearning.com
Enchanted Learning
website has many different charts, diagrams and maps made for teaching about
Arizona.
With the smart Board
and classroom maps we will demonstrate the different locations and areas of
Arizona.
Being able to
indirectly and explain the different from regions, mountains, types of deserts,
national parks and what kinds of bodies of water Arizona has.
Give out maps and have
students color the different areas and locate not well known cites in Arizona.
Arizona is the 48th
state in the United States.
Major industries in
Arizona are Mining cooper, molybdenum, gold and silver, manufacturing and
tourism is big in Arizona.
States that border AZ
is California, Colorado, Nevada and New Mexico, and Utah.
AZ became a state
February 14, 1912.
What is important about
knowing how to read a map and know where you’re located and what is around you.
Therefore understanding animals, planets and nature in Arizona and what the
impact humans have on change in your state from the foundation and history to
present.
Major Lakes Lake Med,
Lake Havasu, Lake Mohave, Theodore Roosevelt Lake, San Carlos Lake, Lake
Powell…
What lakes are manmade
or natural to Arizona?
What are the rivers in
Arizona?
What do these bodies of
water do for Arizona and nature?
Explaining points on
the map that show elevation, point out the highest point in Arizona is at
12,633 feet above sea level called Humphreys Peak.
Is this area you need
to show how things are measured and what does above sea level mean, as well ask
students if it says below sea level does that mean what is going to come in.
get them think above and beyond the map, explain what makes water from the sea
to move in areas below sea level.
What factors influence
an individual’s perceptions and opinions?
How can you prove facts over opinions about
areas and locations?
EXPLORE
How did Arizona get their name? What does it mean?
What is the states
nickname? What is the state motto? These are added facts and interesting facts
that will get students attention to start going in to more accept of Arizona
history.
The Aztec Indian word
“arizuma” means silver bearing “Aleh-zone” means small spring from the Tohono
O’odham Indian, as well “ali shonak” from Pima Indian which means small spring.
So here is an area that
you can map out all Native American tribes from the start of the state in 1912
to now days.
Students will work in
teams, groups and on their own to learn their state Arizona from class actives
and learning to research projects. Incorporating Reading, English skills, Math,
Science, and History.
Students will:
Develop questions skills.
Identify the identity
of an unknown animal based upon clues provided by classmates.
What adaptations allow
organisms to survive in harsh environments?
What place does
creativity have in science?
Describe adaptations
that allow amphibians to survive in the Arizona Desert?
What is a symbol?
Want to learn more
about your state symbols?
How can human
activities benefits and harm wildlife?
Teacher: describes the
significance of the Arizona map, from cities, National Parks and Forest,
Mountains and deserts and where and what kinds of water Arizona has from
Rivers, Lakes, and damns.
Explain what keys to
maps are and how to read them. What are the Arizona State Bird, planets, and
flowers? What are the measurements of the state, what is the rank of the state
size? As well explain the state flag and foundation history of Arizona. Explain
the planets that are native to Arizona, and what animals are native.
What is the state bird,
what are common birds found in Arizona? Where do they live in the different regions
of Arizona?
What is the state
flower and tree, what other trees are native to Arizona?
As well explain what
parts of a cactus are, and what is different from the cactus to a tree?
What is the state
amphibian, fish, insect and reptile? Sharing this information and giving images
and showing students how to research these types of questions if preparing them
for their class project that helps take all information they have learned about
Arizona the past few days to share why they like the animal they chose, what
does it eat, what part of Arizona is it found, can it survive anywhere else
other than Arizona?
What do you think
Questions? Are very important to place thrown out your lesson.
Why does the state
flower only bloom at night and close the next day? What animals might use the
pollen and nectar from this flower?
Arizona has eight
animals and plants that serve as state symbols, make riddles and ways to get
students thinking and understanding each area and symbol.
EXPLAIN
Teacher asks students
questions about the representations about the regions, planets, animals,
climate, and surroundings to the state past and present. Map out Arizona and
explain difference between areas and animals of Arizona.
What do you think
Arizona has so many different areas of life forms?
Eight different symbols
of Arizona, the state bird, the state flower, state tree, state amphibian,
state fish, state reptile, state mammal, butterfly!
Bring up the Arizona
Game and Fish has a lot of areas of teaching and programs that help get
students in to the outdoor and natural issues of their own state.
http://www.azgfd.gov/focuswild
Picture from graphic
and magazine of Arizona. Looking a at virtual websites of Arizona for
demographic and state images and locations.
http://arizonaexperience.org/
What are symbols? What
are the state Arizona symbols? What are symbols used for?
Have them find an area
of Arizona that they like to share as group to the class, that may not been
covered in the classroom or that peaked entrust of Arizona.
If you have time and
want to add something extra from their past knowledge you can give images and
information about the specific dinosaurs that have been founded in Arizona as
fossils.
This alighting students
and helps them regain the past knowledge of dinosaurs.
ELABORATE
Teacher directs class
to make their own key and symbols to maps that they will make of their own
school. Going outside to learn how to measure and record their school
foundation, planets, animals, buildings and area around their school.
Students will research
what animal they would want to be in Arizona native animals. Explain what
region they live in, climate, and what they eat, teach the class in more
pictures, information, and why would they choice to be that animal in Arizona.
Can these animals they choice move out of the area they live in and out of
Arizona.
Evaluating the
consequences of environmental occurrences that happen and describing how
natural events and human positive and negative impacts on environments of
Arizona.
Find enough photos of
Arizona’s animals so that each student has a different one, start with facts
and have each child tell what their picture is about and how it represent!
Animals are often used
symbols. These symbols are also very powerful tools for advertisers. People
relate to animals in very specific ways. Look at the ads and commercials in a
magazine or television. Develop an advertisement that could appear in the
Arizona Highway magazines that repents the true Arizona.
EVALUATE
What are the differences in Arizona from planets, animals,
and regions with climates?
Can they students
explain what made their choice of animal lives and why? What are the part of
the habitat that the choice of their Native Arizona animal lives? Can humans
survive like that choice of animal?
Ask for a well-defined
definition in their own words what each of the regions, climates, animals,
planets, and what Arizona is and mapping different features.
What did the class
learn about Arizona, and their own school? Did students learn anything important
about the environment and their own state?
Now that you have
learned that wildlife comes in all shapes and sizes can be found just about
anywhere. How can you find information about wildlife and Arizona? Why are
symbols important and knowing about your own state?
In learning about your
state you live in you can add science, art, history, social studies, reading,
and writing, and learn how to research information.
Use the internet to
research their animal or other chose of creatures that live in Arizona. Arizona
has tremendous animal diversity because of the state’s variety of ecosystem.
Being able to identify
and classify animals by identifiable groups of characteristics. Being able to
compare structures in plants and animals and how they serve different functions
in growth and survival.
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