Learners: 2 nd Grade Integrated Class (6-IEPs & 1-504p) Method: Whole Class Discussion  Collaborative Learning  Independent Task Curriculum Area: Science and Technology/ Engineering Strand: Observable Properties of Objects Standard 1. Sort objects by observable properties such as size, shape, color, weight, and texture. Objective: Students will be able to manipulate, observe, compare, describe, and group objects found in the classroom, on the playground, and at home.

Recent Research SuggestsLesson Application Each brain is unique. The brain’s structure is actually changed by learning.  Present content through a variety of teaching strategies to help orchestrate learning experiences.  Students will be engaged in a whole class discussion, followed by cooperative learning, and independent practice.  Choice centers will be used to provide visual, auditory, tactile and kinesthetic modes to obtain learning objective. The brain is designed to perceive and generate patterns..  Present information in context so the learner can identify patterns and connect with previous experiences.  Observable properties of objects will be incorporated in cross- curriculum instruction via math centers, reading groups, and writing prompts.  Ending circle: something you noticed… Learning always involves conscious and unconscious processes..  Use “hooks” or other motivational techniques to encourage personal connections.  To start lesson: Bring in your favorite object from home to share.  If you lost your object, would you be able to describe it to others? What skills do you need to be able to do this?

NetworkStudents - StrengthsStudents - Weaknesses Students - Preferences/Interes ts Recognit ion Learning “what” Jacob - tactile learning Evan - accessing prior knowledge Vanessa - vocabulary Jacob - finding meaning, reading Evan - attending to task Vanessa - applying knowledge Jacob - tactile, oceans Evan - tactile, sports/games Vanessa - visual, family Strategy Learning “how” Jacob - talented at drawing Evan - experiencing objectives Vanessa - writing and expressing thoughts Jacob - reading and poor writing mechanics: spelling, proofreading, handwriting Evan - visualizing, spatial, drawing Vanessa - attending to discussion Jacob - tactile, computers Evan - tactile, interactive Vanessa - visual, interpersonal Affect Learning “why” Jacob – motivated by interests and games, easily interested in new topic Evan – teamwork and interpersonal relations, making connections Vanessa – works very cautiously and neatly, beautiful products Jacob – conscious of others and aware of disability Evan - looses focus on independent tasks or distracts other kids Vanessa – low self-esteem, easily discouraged, afraid to take risks Jacob – interested in new topics, especially in natural and life science Evan – loves sports and games and having the light bulb go off Vanessa – loves hugs and thrives on meaningful personal connections

Bypass Strategies (Accommodations) - help the student learn how to work around a weakness, so that she can experience success. One such strategy might allow a student to do extra work in an area of strength, while reducing demands in an area of weakness  Jacob  write compositions using a word processor versus paper  Evan  have access to related talking computer sports game  Vanessa  cross-curriculum instruction via math centers, reading groups, and writing prompts Interventions at the Breakdown Points - Interventions involve children in activities specifically designed to strengthen an area of weakness.  Jacob  matching objects to describing words via interactive game, with headphones to decrease consciousness of classmates  Evan  put in collaborative group to buffer weaknesses while enhancing skills and taking advantge of interpersonal skills  Vanessa  pair with motivating student at center activities

Strengthening of Strengths - These are strategies that allow children to keep on using and improving the parts of their minds that work especially well for them.  Jacob  explore object hands-on, then draw and share  Evan  make leader in a collaborative activity  Vanessa  make scribe or draft re-writer Affinity Development - This is a process intended to help children discover and deepen their natural interest in particular topics or subject areas (such as cars, horses, or nature)  Jacob  objects related to ocean exploration  Evan  objects related to sports or games  Vanessa  significant objects personally meaningful