Inclusion

Title of Lesson: Project/Research Day Unit of Study: Life Science

Aleatra Nading

Learner Profile/Contextual Factors: 7th grade classroom in an Urban, middle income district, with 24 students, and an Educational Assistant 13 Male, 11 Female 2 Learning Disabled, 1 Emotional Behavior Disability, 1 Autistic, 2 Other Health Impaired, 1 Gifted and Talented 2 African Americans, and 1 Hmong 1 student reading far below grade level

Goal: The students will gain a better knowledge of animal taxonomy and specific species adaptations. Description of the Activity: Students will compile all their information from the lecture and experiment and put together a poster. The students will pick a bird to do more research on and present the information to the class. Science Concepts: Living things affect their environment, and their environment affects living things. Animals are food consumers. Animals get their food by eating plants or other animals that eat plants. Organisms evolve through genetic changes that lead to adaptations. Science Processes Addressed Observation, hypothesizing, experimenting, analyzing, comparing Standards: -F.8.7 Understand that an organism's behavior evolves through adaptation to its environment -F.8.8 Show through investigations how organisms both depend on and contribute to the balance or imbalance of populations and/or ecosystems, which in turn contribute to the total system of life on the planet Lesson Objectives:

1.) The students will identify five characteristics of the particular bird they choose. 2.) The students will identify five adaptations of the bird they are studying 3.) The students will organize their information on a poster and present to the class. Resources: Materials -Science notebook -Pencils -Markers -Poster -Crayons -Old magazines (If they want to cut pictures out of to decorate their poster) -Scissors -Alpha smart -Communication device -Study carrels -Fidget toys

People or Community Resources Educational Assistant Library: Librarian, computer, and books Primary Instructional Strategy Utilized: Discovery Science/Student Directed Instructional Procedure: Intro: (8 minutes) 1.) Today we are going to start our final project for this unit. Each of you are going to choose a different bird to study. a. Suzie can work with a partner, because she will need help with reading the research. 2.) We are going to go to the library today to research these different birds. You will research characteristics, adaptations, and any other interesting information about your particular bird. 3.) With this information you will make a poster to present to the class your findings. 4.) Here is a rubric to follow while researching and making your posters. 5.) I want all of you to have your five characteristics and five adaptations by the time we leave the library. I want you all to show me when you find them so I can check them off. Then you may get started on your poster. You should all be able to get started with your poster today.

6.) Any questions. Developmental Lesson: (37 minutes) 1.) We will go to the library and let the students use both computers and books from the library to find information. 2.) This will be work time for the students. I will walk around and answer any questions. I will also make sure the students are staying on task. 3.) I will remind them that this is the only day they will get to be in the library to do research and that they need to use their time wisely. 4.) Tell the students that we will begin to present these tomorrow during class. They will only be given 15 minutes at the start of class to put finishing touches on their posters. 5.) I will provide the posters, markers, and crayons for them to get started on their posters.
Contextual Factors (examples listed, not limited to) Accommodations: Materials, resources, and physical attributes needed to enhance student performance. Addresses the physical, cognitive, emotional and social needs of every learner. Modifications: Adjustments to what the student is asked to do based on their learning style and contextual factors. Allows for multiple pathways of meaningful learning. It is comprehensive and flexible. Why necessary?

HPL 1. Kylie

1. Kylie -None needed. Option: She can find more adaptations if she wants for extra credit.

Spec. Educ. 1.Taylor 2. Molly 3. Corey 4. Desha 5. Mike 6. Ryan

1. Taylor -Use alpha smart to type information to go on his poster. -Have him work in a study carrel -Use reward system for schoolwork and homework. 2. Molly 1. -Educational Assistant 3. Corey -Allow to work with a partner 4. Desha -Study carrel -Fidget toy 5. Mike - Communication device

1. Kylie - The project is at her ability level, but if she gets done early she can find more adaptations for extra credit. 1. Taylor -Alpha smart will help him to type his information and put it on the poster. The study carrel will help from sensory overload and shutting down. The reward system will also act a motivator for him to complete his work. 2. Molly -The Educational Assistant can help Molly with reading information and research. The aide

6. Ryan -Study carrel -Fidget toy -Use reward system for schoolwork and homework

can also help her with writing information if she needs it. 3. Corey -Working with a partner will keep him on task and help him with reading the research and putting it all together. 4. Desha -By having her work in a study carrel she will get more done because she wont be as distracted. Giving her a fidget toy to play with when she feels like she needs to be doing something else will help her stay in her seat. 5. Mike -The voice recognition program will help him to provide written work on his poster. 6. Ryan A study carrel will help Ryan stay focus and keep him from disturbing others. A fidget toy in his carrel will also help him to stay in his seat and not wandering around the room to find stuff to do. The reward system will also act as a motivation for him to complete his work.

Other: Cultural,

religious, etc.

Closing: (3 minutes) 1.) Have the students clean up their material they were using to put together their posters. 2.) Remind them to take it home if they wont be able to finish it in the 15 minutes provided tomorrow. Differentiate What: Product - Students choose the bird they research - They can choose how to construct their posters - Use of computers and or other resources in the library In this lesson I differentiated by product. I will follow a general rubric for grading the students knowledge of their bird and poster. They will each get to choose the bird they want to research. All the students will be asked to identify five characteristics and five adaptations of the bird they research. They can choose how they want to organize and construct their poster; so all the students posters will be different. Differentiate How: Each of the students posters will differentiate by product. No two posters will be the same, because each student will be doing a different bird. The posters will all appear different based on the students choice of organization and layout. The students can choose to add more to their poster if they wish. This project includes choices to meet the multiple intelligences. A poster is great for those students who love to draw and be creative. The presentation is also great for those students whose strengths are oral communication rather than written. Assessment of Student Learning: My assessment for this lesson is to use a checklist, which consists of how well the student worked and how much he or she got completed. I will check off the students research before they can start their poster. I will also be using a rubric to grade each of the students presentation on their posters. The students will be given this rubric beforehand so they know the expectations. Checklist: _____ Stayed on task and used time wisely _____ Found five characteristics _____ Found five adaptations _____ Started poster

Bird Research Project

Teacher Name: Aleatra Nading Student Name: ________________________________________

CATEGORY Spelling & Neatness

4 Exceeds Expectations All of your work is neat, easy to read, and there are no spelling errors. It is clear that you took your time and are proud of your work!

3 Meets Expectations All of your work is neat, easy to read, and there are no spelling errors.

2 Near Expectations Your work is fairly neat and there are a few spelling errors.

1 Having Difficulty Your work is illegible and cannot be easily read.

Characteristics

Includes 5 important characteristics. (classification, protection, how it gets food, location) All information is written in complete sentences.

Includes 5 important characteristics. (classification, protection, what it eats) Most information is writtten in complete sentences.

Includes 2-3 important Only includes 1 facts: name, classification, important fact: animal body protection, how it name gets food.

Adaptations

Includes 5 important adaptations that help the animal survive or live successfully and the information is written in complete sentences and the section is clearly labeled.

Includes 2-4 important adaptations that help the animal survive or live successfully and the section is labeled.

Only 1 important adaptation that helps the animal survive or live successfully is shown on the poster or it is not labeled clearly.

No adaptation that helps the animal survive or live successfully is shown on the poster and it is not labeled.

Illustration/Picture

The illustration/picture is The illustration/picture neat and colorful. The is neat and colorful. picture clearly shows the subject of the project.

The illustration/picture is fairly neat and has some color.

The illustration/picture has no color and is not neatly done.

Presentation to Class My voice was clear and strong and everyone could hear and understand me. You could tell that I had really practiced my presentation and I was proud of my work.

My voice was loud enough for my classmates to hear. I spoke \"just right\"for everyone to understand me. You could tell that I had practiced.

I was a little too fast or too slow when I was sharing my poster. Sometimes it was hard to hear me.

I spoke too quietly, too fast, or too slowly. It was difficult to hear me or understand me.