Student Information Demographic Information Pseudonym: Brad Gender: Male Age: Nine Type and Degree Hearing Loss:

Bilateral profound hearing loss Age of onset: birth Current Communication System used in school: Sign Language Topical Group: Brad has low interest in plants therefore he is placed into the low topical knowledge group. Language Problem Information Topic on which Communication Breakdown most often occurs: School Description of resulting pattern of communication breakdown behaviors Cause of the communication breakdowns: Communication breakdown is caused by a difference in tasks between conversational partners. Brad wants to keep a person's attention whereas the other person wants to fulfill the purpose of the conversation. Language goal: The goal is to have Brad adapt his task to fit that of his partner's. Language Objective(s): Throughout this unit plan, during conversations, I will observe Brad creating purpose for conversation by matching tasks with his conversational partner. Introduction to my Classroom: The classroom this unit is intended for is a 3rd grade self-contained classroom in a public school. The students are mainly in this classroom all day besides being mainstreamed for lunch and specials which they have an interpreter for. Every student has some degree of hearing loss either being deaf/or hard of hearing. The classroom is taught in American Sign Language which is the students main mode of communication also. There are a total of 5 students in the classroom; 2 boys and 3 girls. The students tend to meet grade level in math and science but 3 of the students fall behind in reading and writing. I have an intern who comes in who is fluent in sign language to help with science and math. There is an ELMO available in the classroom, but we try not to use it that much because the school told us to limit the time on the light bulb because of how expensive they were. . . Unit Title: Plants are Unique Theme / Focus: Understanding plant characteristics and why certain traits are seen in particular habitats. . Grade: 3rd . Overview / Rationale: By relating the topic to the students own environment and how they can actually have more of a green thumb than their parents by completing this unit. Tell them that they will understand what plants can grow in our area and therefore can advise their parents in

gardening choices. . Connection to State of Michigan Standards / GLCES: o Discipline: Life Science Standard L.EV: Develop an understanding that plants and animals have observable parts and characteristics that help them survive and flourish in their environments. Understand that fossils provide evidence that life forms have changed over time and were influenced by changes in environmental conditions. Understand that life forms either change (evolve) over time or risk extinction due to environmental changes and describe how scientists identify the relatedness of various organisms based on similarities in anatomical features. Content Statement L.EV.E.1: Different kinds of organisms have characteristics that help them to live in different environments. Expectation L.EV.03.11: Relate characteristics and functions of observable parts in a variety of plants that allow them to live in their environment (leaf shape, thorns, odor, color). Standard L.OL: Develop an understanding that plants and animals (including humans) have basic requirements for maintaining life which include the need for air, water and a source of energy. Understand that all life forms can be classified as producers, consumers, or decomposers as they are all part of a global food chain where food/energy is supplied by plants which need light to produce food/energy. Develop an understanding that plants and animals can be classified by observable traits and physical characteristics. Understand that all living organisms are composed of cells and they exhibit cell growth and division. Understand that all plants and animals have a definite life cycle, body parts, and systems to perform specific life functions. Content Statement L.OL.E.3: Organisms have different structures that serve different functions in growth, survival, and reproduction. Expectation L.OL.03.31: Describe the function of the following plant parts: flower, stem, root, and leaf. o Discipline: Science Processes Standard S.IP. Develop an understanding that scientific inquiry and reasoning involves observing, questioning, investigating, recording, and developing solutions to problems. Content Statement S.IP.E.1 Inquiry involves generating questions, conducting investigations, and

developing solutions to problems through reasoning and observation. Expectation S.IP.03.16 Construct simple charts and graphs from data and observations. Expectation S.IP.03.14 Manipulate simple tools that aid observation and data collection (for example: hand lens, balance, ruler, meter stick, measuring cup, thermometer, spring scale, stop watch/timer). Standard S.IA. Content Statement S.IA.E.1: Inquiry includes an analysis and presentation of findings that lead to future questions, research, and investigations. Expectation S.IA.03.12: Share ideas about science through purposeful conversation in collaborative groups

. Unit Goal o Students will make connections between the environment and the plants characteristics

. Learning Objectives o Lesson 1 :Given an unlabeled diagram of a plant, the student will: LTK: Label parts of the plant to include the leaves, roots, stem, and flower. Create a corresponding picture to the label based on the function of the part. MTK: Label parts of the plant to include the leaves, roots, stem, and flower and create a corresponding picture to the label based on the function of the part and explain one connection between the plant and a human body parts. HTK: Label parts of the plant to include the leaves, roots, stem, and flower and create a corresponding picture to the label based on the function of the part and explain two connections between the plants functions and the human body. o Lesson 2: LTK: Upon request student(s)will say at least 2 different characteristics of a leaf that can help them flourish in

different environment MTK: Upon request student(s) will say why 2 different characteristics of a leaf help them flourish in different environments HTK: Upon request(s) student(s) will start to predict one other characteristic of a plant help them flourish in different environments o Lesson 3: After class discussion, the student will answer in journal: LTK/MTK: Which leaf shapes would help a plant flourish in a wet environment and what might happen if a plant with the heart shaped drip-tip leaf be planted in a dry habitat in 3 complete sentences. HTK: What leaf shape might get moldy if in the wrong habitat, and how might the waxy coating represented by the wax paper be beneficial in wet and dry habitats in 3 complete sentences o Lesson 4: During class, the student will complete chart in science journal LTK: including defense mechanism and one positive thing MTK: including defense mechanism and one positive/negative thing HTK: including defense mechanism and multiple ways plant can use the mechanism . Duration o 4 lessons o 35 minutes each o Lessons will be taught every Tuesday and Thursday at 12:30pm

Lesson 1 Subject: Science Grade Level: 3rd grade Intended Duration of Lesson: 35 minutes State of Michigan Standards/Benchmarks:

Expectation S.IA.03.12: Share ideas about science through purposeful conversation in collaborative groups
Expectation L.OL.03.31: Describe the function of the following plant parts: flower, stem, root, and leaf.

Lesson Goal: Students will examine a plant and discover the different parts through observation. Students will learn the functions of the various parts of the plant. Lesson Objectives: Given an unlabeled diagram of a plant, the student will:

LTK: Label parts of the plant to include the leaves, roots, stem, and flower. Create a corresponding picture to the label based on the function of the part. MTK: Label parts of the plant to include the leaves, roots, stem, and flower and create a corresponding picture to the label based on the function of the part and explain one connection between the plant and a human body parts. HTK: Label parts of the plant to include the leaves, roots, stem, and flower and create a corresponding picture to the label based on the function of the part and explain two connections between the plants functions and the human body.

Materials: 3 small plants

3 spoons 2 magnifying glasses Teacher worksheet Student worksheets

Prior Knowledge: Students must understand that plants are made up of different parts and they have functions that help the plant in some way. Instructional Procedures and Student Activities: 1. Ensure hearing devices are working properly 1 Show the students the
1

HAT Hearing Assistance Technology (From MSU Optimal Listening Powerpoint). I want to make sure that the students are achieving their full potential from each lesson.

concept map2
2. Arrange students and desks into two separate groups mixing students

of different topical knowledge34 5 3. Hand out a plant, spoon, and magnifying glass to each group 4. Using the ELMO demonstrate to the students how they need to pull their plant apart6 (dont say the names of the parts)
5. Have the students take turns in the group to pull out the specified part

of the plant with supervision by teacher and intern 78 6. Have students examine the part of the plant with a magnifying glass 7. Between turns ask the students what they think is the function of this part of the plant? Why is it necessary? Determine high, low, and mid topical knowledge based on the answers. 8. Uncover that specific part of the plant on the teacher worksheet to tell the students how it helps the plants 9. Repeat steps 5-7 until the 4 parts of the plant are covered 10. Hand out student worksheet a. Label the part of the plant
2

(Johnson, 2010). Concept Map. By using the concept map to begin the class, I am establishing the set, the students are able to have a visual representation of what they should be expecting for the lesson. 3 (Williams, 2009) Cooperative Learning: Group Investigation. By allowing the students to work in groups they can ask questions and clarify with each other. Also I hope to make group work a comfortable setting that they do not feel threatened by their peers and feel open to asking questions. As a group, they can help each other when there are questions, concerns, or struggles. 4 (Williams 2009) Social instructional strategies allow students to interact with each other in various ways to support each others learning. By mixing up the groups of low, mid, and high topical knowledge I believe the students can learn from each other and it will benefit all learners. 5 (Johnson, 2011) I have chosen to use the strategy Let's Work Together but in a structured way so that the other student will not need to be taught how to be a language facilitator, rather the topic and structure will be used as the facilitation. 6 (Williams 2009) Direct instruction is a model designed to effectively teach the acquisition and application of skills The teacher will model the expected procedure so students have an idea of what parts of the plant they are looking for. 7 (Owens 2010) Language users begin with a purpose that affects what to say and how to say it. By giving Brad purpose of using this language this will guide his conversations. 8 (Marzano, Pickering, Pollock, 2001) Cooperative Learning: Individual and Group Accountability. During the group work, every individual needs to be able to contribute to successfully meet group goals. By taking turns it helps the team work together and finish the task at hand. The opportunity also gives the students a chance to work on communication skills.

b. Draw a picture next to the label representing the function it carries out in the plant c. Share answers with a partner 11. Collect worksheets 12. Clean up areas Assessment: Students will be assessed on their completed and correctness of their worksheet. Home Work9: Have students go home and ask their parents what type of plants they eat and draw one and label what part of the plant it is. (example: carrots are a root.)1011

(Williams, 2009) I assigned homework every day in my unit plan because students need to have a responsibility and routine of setting time aside everyday for homework. 10 (Marzano, Pickering and Pollock 2001 as cited by Johnson) Homework and Practice. By connecting homework with the students everyday life, I hope to give the student a deeper connection and a more practical use of the knowledge they have learned. 11 (Partnership for the 21st Century Skills, 2003 as cited by Johnson) Learning for the 21 st Century. By relating to the students life, the lesson may become more meaningful and easier to comprehend. When they are dealing with familiar activities it is easier to build upon that prior knowledge.

Lesson 2 Subject: Science Grade Level: 3rd grade Intended Duration of Lesson: 35 minutes State of Michigan Standards/Benchmarks: o Expectation L.EV.03.11: Relate characteristics and functions of observable parts in a variety of plants that allow them to live in their environment (leaf shape, thorns, odor, color). o Expectation S.IA.03.12: Share ideas about science through purposeful conversation in collaborative groups o Expectation S.IP.03.14 Manipulate simple tools that aid observation and data collection (for example: hand lens, balance, ruler, meter stick, measuring cup, thermometer, spring scale, stop watch/timer). Lesson Goal: Students will explore the roles of succulence (thickness) and tough outer coverings in preventing water loss. Students will be able to infer that certain leaf characteristics help plants survive in various environments.

Lesson Objectives:

LTK: Upon request student(s)will say at least 2 different characteristics of a leaf that can help them flourish in different environment MTK: Upon request student(s) will say why 2 different characteristics of a leaf help them flourish in different environments HTK: Upon request(s) student(s) will start to predict one other characteristic of a plant help them flourish in different environments

Materials: o o o o o o o o o 6 sponges (4 x 3 x 11/16) 2 sponge (4 x 3 x 1) 2 plastic bag 4 dishes large enough to hold sponges 4 measuring cups 2 graduated cylinders 4 bottles of water 2 timers Question Sheet for each activity

o Direction Sheets for each activity12 Prior Knowledge: Students must possess prior knowledge of the use of a graduated cylinder and also how to take responsibility for given roles in a group. Instructional Procedures and Student Activities: 1. Ensure hearing devices are working correctly 13
2. Show concept map14 3. Arrange students and desks in two separate groups mixing students of

different topical knowledge15 16

4. Assign group members with specific roles (leader, experimenter,

recorder)1718 5. Hand out materials (Intern hand out one group and teacher hand out other): a. Interns Group: One large and small sponge, two dishes, 2 cups, bottle of water, graduated cylinder, questions, timer and directions (written and visual).
12

(Williams, 2009)Organization refers to the use of charts, outlines, tables, graphs, flowcharts, graphic organizers, conceptual maps, semantic maps, and other methods for visually representing the relationship between data or information under discussion. By including pictures on the direction sheet I hope to reduce confusion and also have the chance for the children to still see the corresponding word 13 HAT Hearing Assistance Technology (From MSU Optimal Listening Powerpoint) 14 (Johnson, 2010). Concept Map. By using the concept map to begin the class, I am establishing the set, the students are able to have a visual representation of what they should be expecting for the lesson. 15 (Williams, 2009) Cooperative Learning: Group Investigation. By allowing the students to work in groups they can ask questions and clarify with each other. Also I hope to make group work a comfortable setting that they do not feel threatened by their peers and feel open to asking questions. As a group, they can help each other when there are questions, concerns, or struggles. 16 (Johnson, 2011) I have decided to use the intervention strategy, Let's Work Together to help Brad undersatnd the purpose of conversation and match his tasks with other students. Brad will be placed with supportive peers and ones that will have patience with him so he doesn't feel like he doesn't want to communicate. 17 (Marzano, Pickering, Pollock, 2001) Cooperative Learning: Individual and Group Accountability. By assigning individuals roles it makes sure that everyone is participating and contributing in the group. This allows the group to work on teamwork and makes them have to work together to meet a common goal. It also gives them a chance to communicate with one another and develop their CALPs. 18 (Williams, 2009) Jigsaw Approach. This gives the students a chance to feel as if they are the expert of their area. This makes sure that one person is not doing all the work within the group and that everyone is getting a chance to participate.

b. Teachers Group: Two thin sponges, two dishes, graduated cylinder (mL), cups, bottle of water, timer, plastic bag, questions and directions (written and visual). 6. Explain directions to each group a. Interns Group i. Place each sponge in a dish ii.Pour equal amounts of water over each sponge iii. Allow sponges to sit in the water for a minute (use timer) iv. Have experimenter squeeze the thin sponge into a cup v. Have the recorder pour the cup contents into the graduated cylinder and record the amount of water
vi.

Discuss the questions the group leader has19

b. Teachers Group i. Place each sponge in a dish ii.Measure out 250 mL in graduated cylinder and pour over one sponge and repeat with other sponge iii. iv. Allow sponges to sit in water for a minute (use timer) Place one sponge in plastic bag

v. Wait two minutes, then squeeze each sponge into cups

vi.

Have the recorder pour the cup contents into the graduated cylinder and record the amount of water 20

19

(Williams 2009) For active learning to be most effective, students should be given the opportunity to reflect on their activity in order to construct meaning from the experience. I gave the students focus questions but most importantly I want the students to have some time reflect on their experiment and realize the meaning of it on their own. The focus questions are just to help them get started with their discussion. 20 (Williams 2009)Collect data: During this phase, the teacher directs students to consider a systematic way to gather and display information that could help them see relationships and draw conclusions I am having the students record the information so they hopefully will use this visual representation to infer information about the leaves habitats.

vii. Discuss the questions, group leader leads

conversation and asks questions21 22

7. Have students do the experiment with guidance and reminders of what

comes next23 8. Switch groups, reassign/trade roles and repeat steps 4-6 9. Clean up areas 10. Return desks to original u shape
11. Full group discussion about what we learned from the experiments and

the question answers. 12.

24

Provide feedback to the students about answers.25

Assessment: Students will be assessed by the rubric for each role they were responsible for26 and by the full group discussion after the experiments are finished. Home Work: Have students choose one household item that has a characteristic that would be beneficial for a leaf to have in a dry environment? Also, collect two different leaf samples from around their

21

(Owens 2010) Routinized events for which children have scripts provide specific situations in which children can learn appropriate language. Brad will be the group leader so he will have specific questions and topics to discuss therefore needing to stay on task. 22 (Owens 2010) Language users begin with a purpose that affects what to say and how to say it. By giving Brad purpose of using this language this will guide his conversations. 23 (Williams 2009) Learning experiences can be structured to encourage both physical and mental activity By allowing the students to explore the concept through a hands-on experiment, the students will not only memorize the fact but understand the idea behind the concept. They will be physically doing the experiment but also mentally thinking about the experiment and making connections.
24

(Williams 2009) A discussion is a teaching strategy that involves an exchange of ideas with active learning and participation by all concerned By allowing a full group discussion I hope to take in each students individual ideas and allow students of various topical knowledge to learn from one another 25 (Marzano, Pickering, Pollock, 2001 as cited by Johnson) Empirically supported strategies: Setting Objectives and Providing Feedback. By giving the student feedback, the student can be lead to the right track and also give them more of an idea if they are understanding your question correctly. 26 (Williams 2009)I chose to include observations/dialogues as an assessment in this lesson because I wanted to vary the type of assessment throughout my unit to insure validity of my assessments. I chose specific assessment from the second level on the continuum of assessment methods.

house and bring them in.27

28

27

(Marzano, Pickering and Pollock 2001 as cited by Johnson) Homework and Practice. By connecting homework with the students everyday life, I hope to give the student a deeper connection and a more practical use of the knowledge they have learned. 28 (Partnership for the 21st Century Skills, 2003 as cited by Johnson) Learning for the 21 st Century. By relating to the students life, the lesson may become more meaningful and easier to comprehend. When they are dealing with familiar activities it is easier to build upon that prior knowledge.

Lesson 3 Subject: Science Grade Level: 3rd grade Intended Duration of Lesson: 35 minutes State of Michigan Standards/Benchmarks:
Expectation L.EV.03.11: Relate characteristics and functions of observable

parts in a variety of plants that allow them to live in their environment (leaf shape, thorns, odor, color). Expectation S.IA.03.12: Share ideas about science through purposeful conversation in collaborative groups

Lesson Goal: Students will examine a plant and discover the different parts through observation. Students will learn the functions of the various parts of the plant. Lesson Objectives: After class discussion, the student will answer in journal:

LTK/MTK: Which leaf shapes would help a plant flourish in a wet environment and what might happen if a plant with the heart shaped drip-tip leaf be planted in a dry habitat in 3 complete sentences. HTK: What leaf shape might get moldy if in the wrong habitat, and how might the waxy coating represented by the wax paper be beneficial in wet and dry habitats in 3 complete sentences.

Materials: Leaf patterns Scissors Construction Paper Wax paper Water mister Direction sheet

Prior Knowledge: Students must have the knowledge how to write in complete sentences about a science matter. Instructional Procedures and Student Activities:

1. Ensure hearing devices are working properly 29 2. Show concept map30

3. Using the leaves the students brought from home discuss with the class about the shapes of leaves they see around their school and home31.32 Ask them if the shape of a leaf is important? Have students predict reasons why the leaf shape may or may not be important for the survival of the plant.
4. Arrange students and desks into two separate groups with similar

levels of topical knowledge.33 34 5. Hand out materials to the groups and direction sheet 6. Explain directions in case the students with low reading levels have difficulty reading directions 7. Have students do the activity 8. Compare results of different leaf shapes 9. Ask the students a group topical knowledge appropriate question? a. LTK/MTK: Which leaf shapes would help a plant flourish in a wet environment? What might happen if a plant with the heart shaped drip-tip leaf be planted in a dry area? b. HTK: What leaf shape might get moldy if in the wrong habitat, and how might the waxy coating represented by the wax paper be beneficial in wet and dry habitats.
29 30

HAT Hearing Assistance Technology (From MSU Optimal Listening Powerpoint) (Johnson, 2010). Concept Map. By using the concept map to begin the class, I am establishing the set, the students are able to have a visual representation of what they should be expecting for the lesson. 31 (Owens, 2010) By allowing the student to use an item from home it is bringing the most natural context into the classroom allowing it to move a little more towards the functional intervention model. 32 (Partnership for the 21st Century Skills, 2003 as cited by Johnson) Learning for the 21 st Century. By relating to the students life, the lesson may become more meaningful and easier to comprehend. When they are dealing with familiar activities it is easier to build upon that prior knowledge. 33 (Williams, 2009) Cooperative Learning: Group Investigation. By allowing the students to work in groups they can ask questions and clarify with each other. Also I hope to make group work a comfortable setting that they do not feel threatened by their peers and feel open to asking questions. As a group, they can help each other when there are questions, concerns, or struggles. 34 (Johnson, 2011) Intervention strategy, Let's Work Together will be used in this lesson to give Brad more communciation partners and more opportunities to communicate with his peers.

10. Have the students discuss as a group and then return desks to original positions 11. Have students turn in their science journals
12. Have a few students share their journals.35
36

13. Clean up areas Assessment: Students will be assessed on their answers in their science journals; their completion of the questions and their use of complete sentences. Answers do not need to be correct to receive full credit as the students were making predictions. Home Work: Have students go home and look through magazines, books, online37 38for a type of tree and draw the leaf shape that is on the tree. 39

35

(Owens, 2010) Language users begin with a purpose that affects what to say and how to say it. By giving Brad an already written document to guide his conversation, this will allow for him to focus on the purpose of the task. 36 (Owens, 2010) A child must have the opportunity to communicate; thus, a facilitator must be attentive and responsive During this activity the teacher should look as interested about what Brad has to say to give him the need and want to discuss what he has already written. 37 (Johnson, 2011) The intervention strategy being used here is Their topic, my task because the magazine or book can be about anything and used for homework and they just need to find a picture of a tree within this source. 38 (Johnson, 2010) Knowledge Base Impact of Technology. As cited in Hefner (2008) by H. Johnson, in Challenges What do we know about the use of technology, cautions and research? By allowing the students to use the internet at home it is allowing students to find a broader amount of information that is not readily available inside the classroom. 39 (Marzano, Pickering and Pollock 2001 as cited by Johnson) Homework and Practice. By connecting homework with the students everyday life, I hope to give the student a deeper connection and a more practical use of the knowledge they have learned.

Lesson 4 Subject: Science Grade Level: 3rd grade Intended Duration of Lesson: 35 minutes State of Michigan Standards/Benchmarks:
Expectation L.EV.03.11: Relate characteristics and functions of observable

parts in a variety of plants that allow them to live in their environment (leaf shape, thorns, odor, color). Expectation S.IP.03.16 Construct simple charts and graphs from data and observations.

Lesson Goal: Students will understand different plant defense mechanisms to allow them to live around predators through a type of charades.

Lesson Objectives: During class, the student will complete chart in science journal

LTK: including defense mechanism and one positive thing MTK: including defense mechanism and one positive/negative thing HTK: including defense mechanism and multiple ways plant can use the mechanism

Materials: Different plant mechanisms (Thorn, Strong sweet odor, strong toxic odor, bright color, camouflage color) Hat Example chart

Prior Knowledge: Students must understand how to act appropriately during game play and how to take turns and act. Instructional Procedures and Student Activities: 1. Ensure hearing devices are working properly 40
2. Show concept map41

3. Tell the class how plants have different mechanisms to help them
40 41

HAT Hearing Assistance Technology (From MSU Optimal Listening Powerpoint) (Johnson, 2010). Concept Map. By using the concept map to begin the class, I am establishing the set, the students are able to have a visual representation of what they should be expecting for the lesson.

survive in certain environments from various predators (positive and negative)

4. Explain how to play charades to the class and tell them that each

student is going to get one plant defense that they are going to act it out against me (the predator.)42 5. Have students choose one defense mechanism from hat and read it and ask questions if they are unsure what it is
6. Call students up to act out mechanism and allow other students to

guess the mechanism, after discuss what the mechanism could be used for and if it helps fight off predators or helps the plant accomplish a goal4344 7. Repeat step 5 until all students have had a turn 8. Have students open up their science journals
9. Show example chart and have students create the same chart 45

10. Remind the students of the five mechanisms discussed and have them draw the picture of the mechanism on the one side and the corresponding response on the other side 11. Turn in science journal 12. Clean up areas Assessment: Students will be assessed on their ability to understand their mechanism and their ability to portray it to the students during activity. After activity, students will be assessed on their completion of the chart. Home Work: Have students go home and draw one thing that humans may use as a mechanism Students are to choose their favorite sport and write one
42

(Williams 2009)Motivating students-The intent is to incline students towards learning new material by increasing their level of attention through strategies such as arousing their curiosity, situating new learning within students areas of interest, and explaining the rationale for the lesson to help students understand what they will be learning has a real life application. I hope by choosing a game the students may be familiar with will have a higher level of motivation since it is nearing the end of our unit. 43 (Johnson, 2011) 44 (Williams, 2009) Jigsaw Approach. By giving each student mechanism it allows them to focus their attention only on their mechanism and therefore think deeper about it alone. By having more time to think about it, the student could have a sense of ownership and belongingness. 45 (Marzano, Pickering and Pollock, 2001) Graphic organizers. Student can use this chart as a visual guide. It can remind them of what is expected of them and make sure they have completed all the parts.

move/strategy that works as their defensive mechanism and how. 46 47.48

46

(Johnson, 2011) Originally, I h ad the homework to go home and find one thing that humans use as a mechanism such as a weapon or blanket for warmth but I changed it to focus more on Brad's interest of wrestling and made the homework to go home and think about their favorite sport and find one move they use as a defense mechanism, making it their topic, my task. 47 (Partnership for the 21st Century Skills, 2003 as cited by Johnson) Learning for the 21 st Century. By relating to the students life, the lesson may become more meaningful and easier to comprehend. When they are dealing with familiar activities it is easier to build upon that prior knowledge. 48 (Marzano, Pickering and Pollock 2001 as cited by Johnson) Homework and Practice. By connecting homework with the students everyday life, I hope to give the student a deeper connection and a more practical use of the knowledge they have learned.

Lesson 5
Subject: Science Grade Level: 3rd grade Intended Duration of Lesson: 35 minutes State of Michigan Standards/Benchmarks:

Expectation L.EV.03.11: Relate characteristics and functions of observable parts in a variety of plants that allow them to live in their environment (leaf shape, thorns, odor, color).

Lesson Goal: Students will explore a habitat and its plant life using online

resources. Students will then share their information with the entire group.
Lesson Objectives: During work time, students will LTK: include on their Powerpoint habitat characteristics, plant life, and why this is. MTK: include on their Powerpoint habitat characteristics, and plant life. HTK: include on their Powerpoint different plant life in their habitat.

Materials: 5 computers

Projector

Prior Knowledge: Students understand how to move around Powerpoint and

make a basic presentation. They must also understand how Google search engine works.
Instructional Procedures and Student Activities: 1. Ensure hearing devices are working correctly49 2. Walk down to computer lab 3. Have students login to computers and open Powerpoint50 4. Explain the activity 5. Give each student a habitat51
49

HAT Hearing Assistance Technology (From MSU Optimal Listening Powerpoint) (Johnson, 2010) Knowledge Base Impact of Technology. As cited in Hefner (2008) by H. Johnson, in Challenges What do we know about the use of technology, cautions and research? Technology helped students find more information and to better understand the class material. Students will use the computer to explore habitats that are not readily available to us and allow them to learn about more. 51 (Johnson, 2010) Topics that are sustained longer than others may suggest the child's interest or knowledge or both. Brad will be given a tropical habitat because he often talks about where he used to live and what it was like there, by giving him this higher interest I hope to allow him to want to intiate the conversations.
50

6. Have them Google the habitat and the plant life. 7. Put information in brief slideshow, help when needed 8. Tell the class about their specific habitat and show Powerpoint on projector52 53 9. Allow questions 10. Clean up areas 11. Return to classroom Assessment: Students will be assessed by their effort shown during working progress and by the simple completion of their presentation. Home Work: Have students go home and tell their parents about two habitats

they learned today and the type of plant life that it encompasses.

52

(Williams, 2009) Jigsaw Approach. This allows the students to be the experts of their own habitat and can feel empowered and a responsibility.
53

(Owens, 2010) Language users begin with a purpose that affects what to say and how to say it. By giving Brad an already finished product to guide his conversation, I hope to help Brad stay on topic and understand the appropriate purpose of a conversation.

APPENDIX
. Lesson 1 Materials

Teacher Worksheet

Student Worksheet

II. Lesson 2 Materials

Direction Sheet for Intern Group
1. Place sponges in dish

2. Pour equal amount of water over sponges

3. Wait a minute

4. Pour water in graduated cylinder and record

5. Discuss leaders questions

Direction Sheet for Teachers Group 1. Place sponge in dish

2. Measure out 250 mL in graduated cylinder and pour over one sponge and repeat with other sponge

3. Allow sponges to sit in water for a minute (use timer)

4. Place one sponge in plastic bag

5. Wait two minutes (use timer)

6. Have the recorder pour the cup contents into the graduated cylinder and record the amount of water

7. Discuss the questions, group leader lead conversation and ask the questions.

Question Sheet for Intern Group 1. Where would thick leaves be better? Thin leaves? Why? 2. Which type of leaf would be beneficial to survive a drought? Why?

Question Sheet for Teacher Group 1. What might the plastic bag act like on a leaf? 2. Which is a better way to keep water in the sponge? 3. What type of habitats might the leaves live in?

III. Lesson 3 Materials 1. Leaf Templates

Direction Sheet 1. Trace the leaf patterns onto wax paper and construction paper 2. Cut out leaves 3. Work with the costruction paper leaves, mist the leaves and observe the amount of water that falls off 4. Repeat with wax paper leaves 5. Compare results

IV. Lesson 4 Materials: Chart Example Plant Mechanism Aide

Reflection
I. Insights a. As I worked through my unit and started creating my lessons, I realized how much I wanted to cover versus how much I would have time with. I think as a future teacher I need to learn a good balance between teaching too much and not enough. I want to be able to meet the GLCE requirements but at the same time want to make sure the students are merely memorizing the information. There seems to be a fine line between covering a subject too in depth and not enough. b. Another insight I gained from this experience was the merging of GLCEs. I had chose two GLCEs originally to start with but ended up adding more as I went back and looked and saw that many of my lesson plans covered them as well. Therefore, I think it is important to integrate GLCEs together to be able to cover a wider amount of information while meeting the standards. c. Personally, I would find it easier to create the lessons and then make the concept map afterwards because as I went through and, started creating my lesson I altered many of the ideas therefore had to redo my concept map anyways. d. When I first started thinking about integrating the language intervention strategies into my lesson plan I was scared. I thought it would be really hard to turn something as simple as plants into the child's task but as I looked through my unit plan it became easier. By using a little creativity I was able to accomplish this task. While making these changes I started realize that I originally was focusing on my focus child but the changes I did make would help many of the students. By allowing the students to choose their favorite sport, I would hope that the homework would be more enjoyable by all and they could also share their homework and be excited about it as well as teach one another about their interests. e. I did notice as I was going through my lesson that I already had a lot of group work in my lessons. I think this is very positive in unit plans because it does help all childrens' language and not just the one study child. By applying the separate roles in the groups, I hoped that each student would be accountable for their own part as well as all have different purposes of communication. f. As I was going through the unit I realized that a lot of my changes were to aid Brad in his communication by allowing him to have something to reference back to. I learned this in my TE402 class about how many students may not like talking when called on and by offering them the time to plan what they want to talk about it can reduce the stress of talking in front of the class. g. If I were to be a full time teacher in this classroom, I would definitely work with Brad's peers on helping more and becoming in a role of

II.

facilitator. I think this is important so then there isn't always a set script for the conversation to be following because I also want Brad to be able to venture and be able to initiate his own conversations and not always have to be given the material. By scaffolding the conversations, I would hope that Brad would make more progress to matching tasks with his conversational partners. Questions a. I know some school districts require teachers to turn in lesson plans at the beginning of the week or periodically. How in depth do schools require these to be? As a teacher becomes more experienced, do schools require the lessons to be less in depth or is it a school-wide b. I want to learn some techniques on how to integrate different subjects GLCEs within one unit. I wasnt able to during this lesson but I could see how beneficial it would be to a classroom. c. Also, I didnt integrate any language enhancement during my lesson, and with teaching the deaf/hh I know that it is very important to include this within the lessons. How can you do this without babying the lesson down?

References
Biology of Plants: Plant Adaptations. (n.d.). MBGnet. Retrieved December 2, 2010, from http://www.mbgnet.net/bioplants/adapt.html Johnson, Harold (2008) Challenges- What do We Know about the Use of Technology, Cautions and research?.State Leaders Summit, Great Falls, MT Johnson, H., (2009). Chapter 2 - Selecting instructional strategies. Michigan State University, East Lansing, MI Bransford, J.D, Brown, A.L. & Cocking R.R., (Eds.) (1999a ). How people learn, brain, mind, experience and school Executive Summary. National Academy Press, Washington, DC. Retrieved from http://www.nap.edu/html/howpeople/es.html Partnership for 21st Century Skills, (2003). Learning or the 21st Century. US Department of Education. Ret rieved from http://www.21stcenturyskills.org/downloads/P21_Report.pdf Johnson, H., (2009) Chapter 3 - Teaching the use of learning strategies. Michigan State University, East Lansing, MI Marzano, R., Pickering D., & Pollock, J., (2001). Classroom Instruction that Works. ASCD: Alexandria, VA Johnson, H., (2009) Chapter 4 - Enhancing Students Motivation to Learn. Michigan State Univerisity, East Lansing, MI Johnson, Harold. (2011) Language Intervention Strategies. [Powerpoint Slides] Retrieved from MSU PILI Wiki: http://pili.wiki.educ.msu.edu/file/view/Summary+ +Language+Intervention+Strategies.pdf Owens, R.E. Jr. (2010). Language Disorders: A Functional Approach to Assessment and Intervention, Fifth Edition. Boston, MA: Pearson Education, Inc. Salathiel, K. (2010) Hearing Assistance Technology in Everyday Classrooms . Michigan State University, East Lansing, MI Williams, Carl. (2009). No Limits a Practical Guide for Teaching Deaf and Hard of Hearing Students. Hillsboro, OR: Butte Publications Inc.