3rd Grade: Dinosaurs Spring 2015 By: Melissa Fratarcangeli Assistive Technology 3rd Grade: Dinosaurs Spring 2015 By: Melissa Fratarcangeli

Classroom Environment Twenty-four students Areas of interdisciplinary integration: reading, math, listening, writing, art, and speaking. These areas are giving students different concentrations to focus on throughout the lesson in the classroom. Student disabilities include two students have multiple learning disabilities, one hard of hearing, and one student with autism . Also, there are two ELL students. Students will be able to show their strengths in different areas and be assisted to the areas of weaknesses through differentiated learning activities. The children are in the center of the room and have easy access to all the materials they will need throughout the day to reach their full potential. The students’ desks are arranged in pairs to help build student relationships and enhance learning through the Think-Pair-Share method. In addition, having students physically close to the teacher, rapport is more easily built and students will more freely be able to engage in learning. The teacher’s area is located in the back of the class to supervise students’ activities while giving students a sense of independence.

Objectives Fundamental Standard Enhanced Students will be able to identify at least 4 different dinosaurs and name them. Given an exercise on matching dinosaurs to their names, students will try to name which dinosaur goes to which name with a partner. Students will try to create their own dinosaur on a computer activity with a partner. Students will be able to identify at least 5 different dinosaurs and name them. Given an exercise on matching dinosaurs to their names, students will be able to name which dinosaur goes to which name with a partner. Students will be able to create their own dinosaur on a computer activity with a partner. Students will be able to identify at least 6 different dinosaurs and name them. Given an exercise on matching dinosaurs to their names, students will be able to name which dinosaur goes to which name independently. Students will be able to create two dinosaurs on a computer activity. The purpose of this was to make students more familiar with dinosaurs. By the end, students will be able to have a better understanding and knowledge of dinosaurs. The study of Dinosaurs is an important knowledge to focus that affected our past. Students will learn significant topics that relate to dinosaurs such as the different types of dinosaurs, fossils, and plant eaters vs. meat eaters. Students will become familiar with occupations related to dinosaurs, do various activities, and learn a variety of vocabulary words which will be used throughout the lesson. Also, by incorporated a few other subjects into the unit such as science and art to incorporate different learning styles and activities.

Universal Design Equitable Use Simple and Intuitive Use Computer Use Interaction working with partners Room is arranged to fit all necessary needs Hands-on activities Hearing Aid Working with a partner – Note taker or scribe Additional time When learning about Universal design for learners I found it interesting that they stated the main purpose is it “helps educators meet this goal by providing a framework for understanding how to create curricula that meets the needs of all learners from the start.” I thought this was a great way to phrase the purpose in one definition. In UDL Guidelines article, it stated the two ways to prevent or reduce barriers to learning by having key information equally perceptible to all learners. Principle 1: Equitable Use This example will benefit all the learners in this classroom by feeling equal. The design for students will appeal to all of the learners. This is a great way to have the students work individually on their matching. Currently, we have been using dividers during exams to help students but a new way will be achieved by having security equally available to all users. Principle 3: Simple and Intuitive Use I found this example to be beneficial to one of my students I have been working with, which is having trouble with one to one correspondence. Cue Cards may be beneficially to make him flash cards and even create a fun game that he has to play to help him recognize the names of dinosaurs. This will advance all learners in the classroom with any subject or material and accommodate a wide range of literacy and language skills. This will heighten the memorability of information through repetition.

Activities Standard Fundamental Technology Based Will identify at least 5 different dinosaurs and name them. Complete a matching activity by matching dinosaurs to their names and be able to name which dinosaur goes to which name with a partner. Create their own dinosaur on a computer activity with a partner. Fundamental Will identify at least 4 different dinosaurs and name them. Complete a matching activity by matching dinosaurs to their names and try to name which dinosaur goes to which name with a partner. Technology Based The class will watch a YouTube video on Dinosaurs- (http://www.youtube.com/watch?v=W0FOZ0-VpcU) Enhanced Level: Will identify at least 4 different dinosaurs and name them. Complete a matching activity by matching dinosaurs to their names and try to name which dinosaur goes to which independently. Create their two dinosaurs on a computer activity with a partner.

Adapted Materials Autism Hard of Hearing Behavioral Disturbances Benefits: Visuals, Hands-on with dinosaurs, computers, demonstrations Limitations: Communication with peers, focusing on the topic of dinosaurs, staying on task Classroom routine is consistent, calm, and structured, have a structure and schedule Hard of Hearing Benefits: ASL translator, hearing aid, assistive listening device, demonstrations, Limitations: Following lectures, working with a partner Written and visual step by step instructions for directions and lessons Behavioral Disturbances Benefits: Encouragement, inspirations, working with others Limitations: Classroom rules and following directions Allow more time to process/respond, respond with positive reinforcement

Strategies Autism Hard of Hearing Behavioral Disturbances Hands-on materials, using repetition, highlight and color code directions and index cards with dinosaur names Step-by step instructions, clear and logical instructions or directions, room for independence Hard of Hearing Visual and written directions, slow and clear instructions, allow time to respond/process, always be visible to student or in the front of the room Allow the student to sit in the front of the room and help me hold up the individual toy dinosaurs Behavioral Disturbances Classroom rules, behavior contract, positive reinforcement, reward system, praise for good behavior, clip chart, and always give feedback Many students have difficulties communicating when it comes to Autism. An important aspect is to find what interests or sparks these students to be motivated. When a student is hard of hearing, everything for that student will need to be taken into consideration written aspects of the directions or lessons. For a student who has emotional or behavioral disorders it is difficult for them to focus and be active throughout each lesson you are teaching. It is important to make the child feel safe and relaxed while instilling the proper amount of rules.

Works Cited Sousa, David A. How the Special Needs Brain Learns. Thousand Oaks, CA: Corwin, 2007. Print. http://www.udlcenter.org/aboutudl/udlguidelines/principle1 http://www.udlcenter.org/aboutudl/udlguidelines/principle3 http://www.youtube.com/watch?v=W0FOZ0-VpcU)